Evaluating the significance of cognitive and emotional parameters in e-learning adaptive environments

Abstract

This paper presents experimental evidence supporting the notion that users' individual information processing characteristics are significant in the context of e-learning environments. In the wider field of Adaptive Hypermedia research, we have implemented into our system a three dimension user model (consisted of cognitive and emotional parameters) as the main filter for personalization. Consequently, we conducted an experiment, consisted of two sequential phases, in order to measure the effect of adaptation on the basis of our model (User Perceptual Preferences), in contrast to web learning content that does not suit users' needs and preferences. The dependent variable was performance in an exam procedure, as the main indicator of effective information perception and processing.