AN META-ANALYSIS ON THE EFFECT OF ADAPTIVE HYPERMEDIA LEARNING SYSTEM USING LEARNING STYLE ADAPTOR

Abstract

The usefulness and limitation of Adaptive Hypermedia Learning System (AHLS) using Learning Style as an adaptor has been long discussed, and many empirical studies show the system can help students increase their academic performance comparing with the traditional classroom learning, but these studies were based on different subjects and participators, thus hard to demonstrate the general effect of this system. This study summarized 13 studies to see whether there is a positive effect of AHLS comparing with the traditional learning in general contexts, and then see whether two factors, Learning Style Theory Choosing and Additional Adaptors, would moderate this effect. The result found that AHLS has a positive effect on student’s academic performance, but the moderating effect of two covariate was non-significant. Based on this, the study further gave some suggestions of application AHLS in classroom.