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The impact of learning styles on student grouping for collaborative learning: a case study

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Abstract

Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper, we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of computer science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.

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  1. Computer Science Department, Universidad Autonoma de Madrid, Tomas y valiente 11, 28049, Madrid, Spain

    Enrique Alfonseca, Rosa M. Carro, Estefanía Martín, Alvaro Ortigosa & Pedro Paredes

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  1. Enrique Alfonseca
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  2. Rosa M. Carro
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  3. Estefanía Martín
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  4. Alvaro Ortigosa
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Alfonseca, E., Carro, R.M., Martín, E. et al. The impact of learning styles on student grouping for collaborative learning: a case study. User Model User-Adap Inter 16, 377–401 (2006). https://doi.org/10.1007/s11257-006-9012-7

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