Skip to main content
SpringerLink
Log in

User-Centric Profiling on the Basis of Cognitive and Emotional Characteristics: An Empirical Study

  • Conference paper
Adaptive Hypermedia and Adaptive Web-Based Systems (AH 2008)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 5149))

Abstract

In order to clarify whether extending learners’ profiles in an adaptive educational system to cognitive and emotional characteristics may have a positive effect on performance, we conducted an empirical study that consists of two subsequent experiments. The human factors that were taken into consideration in the personalization process were cognitive style, visual working memory span, control/speed of processing and anxiety. With the exception of control/speed of processing, matching the instructional style to users’ characteristics was revealed to be statistically significant in optimizing their performance (n=219). On the basis of this empirical assessment, this paper argues that individual differences at this intrinsic level are important, and their main effect can be manipulated by taking advantage of adaptive technologies.

The project is co-funded by the Cyprus Research Foundation under the project EKPAIDEION (#ΠΛHPO/0506/17).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Eklund, J., Sinclair, K.: An empirical appraisal of the effectiveness of adaptive interfaces of instructional systems. Educational Technology and Society 3(4), 165–177 (2000)

    Google Scholar 

  2. Brusilovsky, P., Nejd, W.: Adaptive Hypermedia and Adaptive Web. In: Singh, M.P. (ed.) The Practical Handbook of Internet Computing, 1.1–1.14. Chapman & Hall/CRC, USA (2004)

    Google Scholar 

  3. Cristea, A., Stewart, C., Brailsford, T., Cristea, P.: Adaptive Hypermedia System Interoperability: a ’real world’ evaluation. Journal of Digital Information 8(3) (2007), http://journals.tdl.org/jodi/article/view/235/192

  4. Papanikolaou, K.A., Grigoriadou, M., Kornilakis, H., Magoulas, G.D.: Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE. User-Modelling and User-Adapted Interaction 13(3), 213–267 (2003)

    Article  Google Scholar 

  5. Carver Jr., C.A., Howard, R.A., Lane, W.D.: Enhancing student learning through hypermedia courseware and incorporation of student learning styles. IEEE Transactions on Education 42(1), 33–38 (1999)

    Article  Google Scholar 

  6. Gilbert, J.E., Han, C.Y.: Arthur: A Personalized Instructional System. Journal of Computing in Higher Education 14(1), 113–129 (2002)

    Article  Google Scholar 

  7. Rezaei, A.R., Katz, R.: Evaluation of the reliability and validity of the cognitive styles analysis. Personality and Individual Differences 36(6), 1317–1327 (2004)

    Article  Google Scholar 

  8. Peterson, E.R., Deary, I.J., Austin, E.J.: The reliability of Riding’s Cognitive Style Analysis test. Personality and Individual Differences 34(5), 881–891 (2003)

    Article  Google Scholar 

  9. Eysenck, M.W., Keane, M.T.: Cognitive Psychology, 5th edn. Psychology Press, New York (2005)

    Google Scholar 

  10. Sternberg, R.J., Grigorenko, E.L.: Are Cognitive Styles Still in Style? American Psychologist 52(7), 700–712 (1997)

    Article  Google Scholar 

  11. Tsianos, N., Germanakos, P., Lekkas, Z., Mourlas, C., Samaras, G.: Evaluating the Significance of Cognitive and Emotional Parameters in e-Learning Adaptive Environments. In: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2007), Algarve, Portugal, December 7-9, 2007, pp. 93–98 (2007)

    Google Scholar 

  12. Baddeley, A.: Working Memory. Science 255, 556–559 (1992)

    Article  Google Scholar 

  13. Demetriou, A., Efklides, A., Platsidou, M.: The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive development theories (Monographs of the Society for Research in Child Development). University of Chicago Press, USA (1993)

    Google Scholar 

  14. Cassady, J.C., Jonhson, R.E.: Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology 27(2), 270–295 (2002)

    Article  Google Scholar 

  15. Cassady, J.C.: The influence of cognitive test anxiety across the learning–testing cycle. Learning and Instruction 14(6), 569–592 (2004)

    Article  Google Scholar 

  16. Spielberger, C.D.: Manual for the State-Trait Anxiety Inventory (STAI). Consulting Psychologists Press, Palo Alto (1983)

    Google Scholar 

  17. Germanakos, P., Tsianos, N., Lekkas, Z., Mourlas, C., Belk, M., Samaras, G.: An AdaptiveWeb System for Integrating Human Factors in Personalization of Web Content. In: Conati, C., McCoy, K., Paliouras, G. (eds.) UM 2007. LNCS (LNAI), vol. 4511, Springer, Heidelberg (2007)

    Google Scholar 

  18. Germanakos, P., Tsianos, N., Lekkas, Z., Mourlas, C., Samaras, G.: Capturing Essential Intrinsic User Behaviour Values for the Design of Comprehensive Web-based Personalized Environments. Computers in Human Behavior (2007) doi:10.1016/j.chb.2007.07.010

    Google Scholar 

  19. Rayner, S.: Cognitive Styles and Learning Styles. In: Smelser, N.J., Baltes, P.B. (eds.) International Encyclopedia of Social & Behavioral Sciences. Elsevier Science Ltd, UK (2001)

    Google Scholar 

  20. Riding, R.J., Cheema, I.: Cognitive Styles – an overview and integration. Educational Psychology 11(3 & 4), 193–215 (1991)

    Article  Google Scholar 

  21. Baddeley, A.: The concept of working memory: A view of its current state and probable future development. Cognition 10(1-3), 17–23 (1981)

    Article  Google Scholar 

  22. Baddeley, A.: The episodic buffer: a new component of working memory? Trends in Cognitive Sciences 11(4), 417–423 (2000)

    Article  MathSciNet  Google Scholar 

  23. Loggie, R.H., Zucco, G.N., Baddeley, A.D.: Interference with visual short-term memory. Acta Psychologica 75(1), 55–74 (1990)

    Article  Google Scholar 

  24. DeStefano, D., Lefevre, J.: Cognitive load in hypertext reading: A review. Computers in Human Behavior 23(3), 1616–1641 (2007)

    Article  Google Scholar 

  25. Demetriou, A., Kazi, S.: Unity and modularity in the mind and the self: Studies on the relationships between self-awareness, personality, and intellectual development from childhood to adolescence. Routdledge, London (2001)

    Google Scholar 

  26. Picard, R.W.: Affective Computing. MIT Press, Cambridge (1997)

    Google Scholar 

  27. Salovey, P., Mayer, J.D.: Emotional intelligence. Imagination, Cognition, and Personality 9, 185–211 (1990)

    Article  Google Scholar 

  28. Goleman, D.: Emotional Intelligence: why it can matter more than IQ. Bantam Books, New York (1995)

    Google Scholar 

  29. Bandura, A.: Self-efficacy. In: Ramachaudran, V.S. (ed.) Encyclopedia of human behaviour, pp. 71–81. Academic Press, New York (1994)

    Google Scholar 

  30. Halberstadt, A., Emotional, G.: experience and expression: An issue overview. Journal of Nonverbal Behavior 17(3), 139–143 (2005)

    Article  Google Scholar 

  31. Demetriou, A., Christou, C., Spanoudis, G., Platsidou, M.: The development of mental processing: Efficiency, working memory, and thinking. Monographs of the Society of Research in Child Development, 67, Serial Number 268 (2002)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Communication and Media Studies, National & Kapodistrian University of Athens, 5 Stadiou Str, GR 105-62, Athens, Hellas,  

    Nikos Tsianos, Zacharias Lekkas, Panagiotis Germanakos & Costas Mourlas

  2. Computer Science Department, University of Cyprus, CY-1678, Nicosia, Cyprus

    Panagiotis Germanakos & George Samaras

Authors
  1. Nikos Tsianos
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Zacharias Lekkas
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Panagiotis Germanakos
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Costas Mourlas
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. George Samaras
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Wolfgang Nejdl Judy Kay Pearl Pu Eelco Herder

Rights and permissions

Reprints and permissions

Copyright information

© 2008 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Tsianos, N., Lekkas, Z., Germanakos, P., Mourlas, C., Samaras, G. (2008). User-Centric Profiling on the Basis of Cognitive and Emotional Characteristics: An Empirical Study. In: Nejdl, W., Kay, J., Pu, P., Herder, E. (eds) Adaptive Hypermedia and Adaptive Web-Based Systems. AH 2008. Lecture Notes in Computer Science, vol 5149. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-70987-9_24

Download citation

  • DOI: https://doi.org/10.1007/978-3-540-70987-9_24

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-70984-8

  • Online ISBN: 978-3-540-70987-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation