Volume Two - Academic Conferences

Nahla Aljojo et al.
Questions Yes NO
10. I learned a great deal 79 21
11. I didn’t learn much 36 64
12. I did not understand the contents of the subject related to their study because, it was
difficult
10 90
13. I think it’s a great experience 86 14
4.2.3 Feedback of students about system (TASAM)
Most learners appreciated the integration of the adaptation to learning styles adopted in TASAM and
the support offered by the system. All of them found that the system is user-friendly, The material in
this manner is easy and clear, hope the rest of professors use a similar method of teaching so we can
learn in a way that we prefer, and It’s easier to teach myself that way . High rates were given to the
media format and adaptation techniques implemented in the system. The participant’s opinion to use
the system in the future was very high. The feedback provided valuable positive indications of
participants belonging to different learning style categories towards the system.
5. Conclusion
This paper described the initial development and testing of the first Arabic adaptive learning system
the TASAM (The Teacher Assisting and Subject Adaptive Material). The system dynamically tailors
the learning environment, using Felder-Silverman learning style Theory, to match the individual
learning preferences of individuals.
In this paper , with its emphasis on students of the ‘Arts and Humanities’ faculty at the King Abdul-
Aziz University in Saudi Arabia , the main hypotheses postulated, regarding the main scores
difference, were found to be particularly pertinent and well founded. The findings suggest that
students benefit from the learning materials being adapted to suit their learning preferences. The
results revealed that students have obvious different preferences for lesson presentation type. The
results suggest that the learning outcomes can be improved if designers of hypermedia statistics
course provide a different sequence and presentation of materials to accommodate individual learning
style differences. Hence possibilities for promoting more effective learning are these solid results
indicate that learning styles provide a good basis with which to adapt hypermedia to individual needs.
Hypermedia design features, based on student’s learning styles, such as Adaptive taxonomy:
Learning style ( LS) dimensions and Electronic media (EM) relationships for course material of
statistics and linking mechanisms, have significant bearing for the future development of adaptive
hypermedia systems. Feedback adaptation in the TASAM context has been studied very selectively in
the e-Learning research communities. Therefore, the results of our summarizing analysis of
recommendations are highly speculative and await further validation in extensive experimental
studies. These experimental studies are necessary to discover the positive patterns of relations
between individual LSs and the adaptable feedback parameters increasing the efficiency of
interaction and learning processes. The results of experiments should obtain useful and actionable
knowledge that could be used by an adaptation system of a TASAM.
Findings showed that students taught using the system with adaptation to learning style performed
significantly better in academic achievement than students taught the same material without
adaptation to learning style (p