Temporal Learning Type Analysis Based on Triple-Factor Approach

摘要

Different needs and characteristics among e-learning users have become the main reasons behind the emerging research on e-learning personalization. One the one hand, personalization needs to determine the learning type of learner. On the other hand, learning type changes over time. This research explores the alteration of learning type using temporal data analysis. This research adapts the Triple-Factor Approach that includes learning styles, motivation, and knowledge ability in determining learning type. The objective of the current research is to explore how the different ways and a different time in capturing activity log can affect the learning type identification. The activity logs were provided by Moodle. To provide the temporal data, the activity log data were collected on four different times. On each period, the data were captured both cumulatively and non-cumulatively. The results indicated that the learning types of the learners were very likely to change from time to time. The temporal data analysis showed that the way the learners learnt, their learning motivation, and learners' knowledge level were dynamic. The intensity of one's activities at the end of the semester could be different compared to the activities in the early week. It also occurred to motivation and the level of knowledge.