Exploring the Relationship Between Learning Styles and Digital Educational Resources in Adaptive Learning Systems

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

The paper examines the well-recognised concept of learning styles and extends the use of this method for facilitating learning, embedding it into a digital context. The need to find methods of incorporating digital tools into the learning process has its challenges, the author promotes a method of activity/tool selection to enhance individualised learning opportunities. This is a very relevant topic for current education. The topic is introduced well. The literature review provides a brief listing of relevant existing models leading into a more in-depth overview of the Felder-Silverman Learning Styles Model. The methodology of the selection of literature is clearly outlined. The identified types of learning styles are adequately outline as is some examples of the types of tasks suited to various learning styles. It is suggested that some digital resource examples are mentioned as the title of the paper refers to digital resources as much of the paper discusses the learning activities in general, aside from the mention of virtual on line 420. The digital examples could be placed in the results or in the discussion. 

The discussion is quite brief. There are key concerns discussed such as the over-use of the method presented which is important. The issue of assessment is mentioned in the conclusion (and self-assessment in the results) but is not mentioned in the discussion. The paragraph discussing assessment in the conclusion "There is a gap… Line 544) would be better suited to the discussion. It would be worth noting a lack of discussion around equitable grading and standard comparative grading systems when assessment is in different forms. The reference list is comprehensive and appropriate. Overall, it is an important topic and the author/s have provided a good basis for further research exploring this area. 

Line 378 the word Visual is at the end of the paragraph in bold and italics. It needs to be placed on the following line as a new section. 

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

The article presents a robust theoretical analysis of the application of the Felder-Silverman Learning Styles Model (FSLSM) in the context of Adaptive Learning Systems (ALS). Its main objective is to provide pedagogical foundations for the personalization of educational digital content based on learning styles.

The authors articulate well the premise that alignment between students' preferred styles and digital resources can promote greater retention and construction of knowledge.

The methodology used is based on a systematic review of the literature between 2003 and 2023, using recognized databases (Dialnet, EBSCO, IEEE Xplore and Google Scholar). The use of three matrices to organize data Theoretical-conceptual frameworks, Felder-Silverman model characterization and Digital educational resources are an appropriate methodological approach for the objectives proposed in the work, allowing the synthesis of a large volume of information.

However, although the methodological description is clear, reproducibility could be strengthened with more detailed information, such as the inclusion and exclusion criteria of the studies and the number of publications analyzed.

The article contributes to the clarity of current knowledge by making it possible to organize, categorize and give intelligibility to a vast and fragmented body of literature on learning styles in the digital context. By articulating a bridge between the FSLSM model and digital resources, the research provides a useful basis for future studies and developments in ALS.

As future work it would be interesting to expand this work include quantitative or mixed approaches to validate the effects of LS-based personalization on students' effective learning.

Author Response

Please see the attachment

Author Response File: Author Response.pdf