Cited by 269Intelligent Tutoring Systems and Adaptive LearningLearning Styles and Cognitive DifferencesVisual and Cognitive Learning Processes

Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011

Akbulut, Yavuz, Cardak, Cigdem Suzan·2012·Computers & Education

Integrity signals

Registry

Crossref · 10.1016/j.compedu.2011.10.008

Cites

95 of 95 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

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Claims other papers make about this one

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  • Adaptation based on a combination of learning style and information level yields significantly better learning gains.

    “According to the findings of (Akbulut & Cardak, 2012;Alshammari & Qtaish, 2019;Alzain et al., 2018a, b;Shi et al., 2013;Truong, 2016), adaptation based on a combination of learning style, and information level yields significantly better learning gains.”

Cites

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13 of the 108 references couldn’t be matched to a known paper.

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Authors
Akbulut, Y., & Cardak, C. S.
Affiliations
Anadolu University (TR)
Corresponding author
Akbulut, Yavuz
Venue
Computers & Education
Publisher
Elsevier BV
Published
2012-02
Volume
58
Issue
2
Pages
835-842
ISSN
0360-1315 (ISSN-L)
OpenAlex
W1987794617
Cited by
269
References
108
Citations by year
2026: 1 · 2025: 6 · 2024: 11 · 2023: 5 · 2022: 11 · 2021: 20 · 2020: 29 · 2019: 31 · 2018: 23 · 2017: 23 · 2016: 32 · 2015: 28 · 2014: 27 · 2013: 16 · 2012: 6
FWCI
13.64
Type
journal article
Language
en
Open access
closed
Locations
Computers & Education (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
adaptive educational hypermedia, learning styles, adaptive hypermedia, student modeling, individual differences, adaptive learning framework, web-based learning, student satisfaction, learning outcomes

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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