User models based on students' motivation, achievement. and problem-solving skills through learning orientations personalized learning environment

Abstract

The need has arisen for the consideration of individual differences to be taken into account in order to allow learners to engage in and be responsible for their own learning. It is also desirable for learners to be able to acquire the following qualities, namely: to retain information for longer periods, to apply knowledge more effectively, to have positive attitudes towards their respective subjects, to have more interest in learning materials, to score higher grades, and to have higher motivation levels. Therefore, the Learning Orientations Model that covers individual intentions, emotions, social, and cognitive aspects is referred to in attempting to overcome problems involving fractions and motivation in learning fractions. For that reason, learning materials involving fractions are developed by referring to a preferred general learning environment, learning modules, and sequencing methods of each Learning Orientations Profile. In addition, the learning materials are delivered through animation of worked examples in a personalized learning website, called the Fractions Website. The website is developed with the integration of the following functions, namely: leam er-self interactive functions, leamer-leamer/instructor interactive functions, leamer-interface interactive functions, and learner-content interactive functions. As a result, the learning through the website was found to be able to improve students* achievements and problem-solving skills in fractions. Moreover, students have been found to be satisfied with, and enjoyed learning using the Fractions Website. Apart from that, Learning Orientations Profiles of some students are found to be not relatively static. Thus, the interactions on the Fractions Website are referred to for use in synthesizing user models for static and non-static Learning Orientations Profile learners.