An evaluation of a customizable ontology-driven language learning support system

In this paper, we investigate, from learning style perspective, the main factors that affect the learning performance of the learner while using learning support systems. An experiment was conducted to evaluate two different modes of a customizable language learning support system. Students in experimental group A, who were provided with both visual and verbal learning objects, had more difficulty to focus on study compared to those in experimental group B, who were provided with only the learning objects matching their learning style while both using the system. Moreover, 53.3% of students in experimental group A believed the type of LOs, which they preferred more and felt more comfortable with, was not the type of LOs which was more effective for their learning.