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Exploring the Relationship Between Learning Styles and Digital Educational Resources in Adaptive Learning Systems

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Publicado en:Education Sciences vol. 15, no. 8 (2025), p. 1075-1091
Autor principal: Oviedo Ramirez Diana Cristina
Otros Autores: Ramirez Salazar Doris Adriana, Valderrama Muñoz Angela Maria, Quiroz Betancur Lorena Maria, Fletscher Luis
Publicado:
MDPI AG
Materias:
Pedagogy
Students
Teaching methods
Cognitive style
School environment
Adaptation
Knowledge
Personalized learning
Design
Taxonomy
Didacticism
Algorithms
Customization
Education
Adaptive learning
Learning Modalities
Student Centered Learning
Student Attitudes
Educational Resources
Influence of Technology
Prior Learning
Learning Processes
Learning Theories
Learning Experience
Educational Technology
Instructional Materials
Educational Theories
Student Records
Preferences
Literary Devices
Information Processing
Educational Experience
Educational Environment
Personality Theories
Individual Needs
Educational Strategies
Acceso en línea:Citation/Abstract
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Resumen:This document explores the concept of Learning Styles (LSs) and their implications for Adaptive Learning Systems (ALSs). It begins by defining LSs as distinct patterns of behavior and thought that influence how individuals process information, drawing on widely recognized theories in the field of LSs. The text highlights the importance of recognizing diverse learning preferences to enhance knowledge construction. It discusses the role of ALSs in personalizing educational experiences by adapting content delivery and recommendation to align with an individual LS. The document also addresses significant challenges in the application of LSs, including a lack of consensus on their validity, insufficient pedagogical perspectives, and potential overemphasis that may limit student exposure to varied learning experiences. The core of the text lies in the pedagogical characterization of Felder–Silverman Learning Styles Model (FSLSM), which has been widely used in ALSs, so that future designers could have a didactic basis to relate digital resources to profiles. Ultimately, the text advocates for a balanced approach that considers LSs while also recognizing the multifaceted nature of learning, emphasizing the need for ongoing research to implement these concepts in educational settings.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15081075
Fuente:Education Database