Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> VI. COMPARISON BETWEEN ALL PAPERS WORKED IN THE FIELD OF ENHANCING SVS <s> This paper examines the sufficiency of existing eLearning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The motivation behind this preliminary analysis is attainment of: interoperability between adaptive learning systems; reuse of adaptive learning materials; and, the facilitation of adaptively supported, distributed learning activities. <s> BIB001 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> VI. COMPARISON BETWEEN ALL PAPERS WORKED IN THE FIELD OF ENHANCING SVS <s> The ultimate goal of adaptive educational hypermedia systems (AEHS) is to provide a learning experience that is individualized to the particular needs of the learners, from the point of view of knowledge level, goals, motivation, individual differences etc. The focus of our thesis is on the learning style as the adaptation criterion, since it is one of the individual differences that play an important role in learning, according to educational psychologists. The first step towards providing adaptivity is selecting a good taxonomy of learning styles. We advocate the use of a "unified learning style model" (ULSM), which integrates characteristics from several models proposed in the literature, thus establishing a unified core vocabulary. The traditional method for diagnosing learning style implies having the students fill in a dedicated psychological questionnaire. What we propose in this thesis is an implicit modeling method, which is based on the analysis and interpretation of student behavior in the system, not requiring any additional effort from the part of the students and bypassing the reliability and validity problems of the existing learning style questionnaires. The approach was validated through experimental research, obtaining good precision results. The next step of our research was to identify the adaptation technologies that best serve learners with different learning styles and define the corresponding adaptation rules. The effectiveness was confirmed by means of an experimental study: the results obtained (student behavior, performance, efficiency and satisfaction) proved the positive effect that our adaptation to learning styles has on the learning process. Based on the methods and techniques proposed for modeling and adaptation, we designed and implemented a dedicated e-learning platform, called WELSA (Web-based Educational system with Learning Style Adaptation), which includes several functionalities: i) a course player for the students, enhanced with learner tracking capabilities and an adaptation component; ii) an analysis tool, used for identifying students' learning preferences; iii) a course editor for the teachers, to help them author courses in the required format. The final step of our research was the global evaluation of WELSA system. The analysis of students' answers to the survey instruments revealed the high degree of learner satisfaction with the system, as well as their desire to use WELSA system on an everyday basis. The subject required an interdisciplinary approach, demanding the synergy of computer science and instructional sciences (adaptive hypermedia, learning management systems, user modeling, educational psychology). The findings and results obtained in this thesis open up many research perspectives for the AEHS field in general and the learning style based adaptive educational systems in particular. <s> BIB002 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> VI. COMPARISON BETWEEN ALL PAPERS WORKED IN THE FIELD OF ENHANCING SVS <s> The domain of traditional hypermedia is revolutionized by the arrival of the concept of adaptation. Currently the domain of Adaptive Hypermedia Systems (AHS) is constantly growing. A major goal of current research is to provide a personalized educational experience that meets the needs specific to each learner (knowledge level, goals, motivation etc...). In this article we have studied the possibility of implementing traditional features of adaptive hypermedia in an open environment, and discussed the standards for describing learning objects and architectural models based on the use of ontologies as a prerequisite for such an adaptation. <s> BIB003 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> VI. COMPARISON BETWEEN ALL PAPERS WORKED IN THE FIELD OF ENHANCING SVS <s> This paper describes an adaptive web portal for e-learning in higher education. Portal is single access point to all relevant information, resources and applications in the education process. Primary goal of this paper is development of adaptive e-learning system by integration of adaptation services and existing e-learning management system, Moodle. Adaptive web portal provides support for learning, communication and interaction, in a personalized way. E-learning courses adaptation is reflected in: adaptation of presentation materials, methods of communication, interaction, and collaboration, according to requirements and characteristics of students. We describe sophisticated adaptive mechanism that generates series of instructions for creation, organization and implementation of adaptive courses, based on student model. Adaptation services are developed by using business intelligence tools and various adaptation techniques. Adaptation is implemented on the basis of three criteria: students’ knowledge about the area being studied, students' learning styles and students’ learning goals. We provide detailed description of adaptive portal’s architecture, as well as design and implementation of key components. Adaptive web portal will be implemented in a real system for e-education at the Faculty of Organizational Sciences, University of Belgrade. <s> BIB004
This section compares all previous studies based on many criteria such as if the paper used technique based on any strategy of MRS, whether paper used random 3D models or models from exercises of course or standard models used in measurement tools as PSVT. Moreover, the comparison shows whether paper proposed system as it course or system training, and what gender targeted for its study. We can see in Table 1 that only one paper used mental rotation strategy. The black box means that paper satisfies the property. However, it was the holistic mental rotation and this strategy not suitable for females. In the second column, no paper based on any adaptation system to make the training fit for every student"s level and skill of learning. In the next section, we present more detail about the adaptation systems. 98 | P a g e www.ijacsa.thesai.org Each learner has different abilities and skills in learning. Some of the learners get the information and understand it in short time based on its prior knowledge, abilities, and learning skills. On the other hand, some students learn with a long time to process the received information based on many factors such as age, prior knowledge, abilities, and learning skills. According to that differentiation in getting and processing information, there is an electronic system can change according to the level of each learner. It can be adapted based on each student level of training and learning. The system is called Adaptive Hypermedia System (AHS)  . The AHS offers more attention for the individual learning  . The AHS is based on some Artificial Intelligence (AI) technologies BIB003 .The AHS is an electronic system to support adaptive (dynamic) content for each learner  . The AHS used in the educational area to offer appropriate content and information for each student, allow each learner to train based on his level, increase the satisfaction of learner, and improve the efficiency (learn in a short time) and effectiveness (assessment results) of learning BIB002 . The AHS used on the web and in the educational area BIB004 . This system "build a model of the individual user and use it to adapt the content or/and the hyper-structure of the pages in a hypermedia environment"  . There are four categories of AHS. The categories are BIB001 (Adaptive Interaction, Adaptive Course Delivery, Content Discovery and Assembly, and Adaptive Collaboration Support). There is only one category used in the educational area and allow the content (material) of the system to be changed for each learner. The category is (Adaptive Course Delivery) which use many techniques applied in learning and educational environments. The content adapted for each student based on the information and lever of each one. This category "intended to tailor a course (or, in some cases, a series of courses) to the individual learner." Adaptive Course Delivery used to adapt between contents of courses and student requirements or level BIB001 . Therefore, and based on the features of this category, we used it in building our system of training. The AHS used in learning environments has three basic models. The models are domain model (DM), user (learner) model (UM), and adaptation model (AM)  , BIB001 ,  , BIB003 . Domain model (DM): the domain model (application model) is the course produced to the learner in AHS of elearning environments. The DM represent a description of how the content information is built and represent the relationship between the course elements (pages and information). User model (UM): the UM represent the information of users such as result and levels of training, prior knowledge, goals, and navigation history of each learner. The UM updated based on the history of knowledge and navigation. DM represents the user (learner) knowledge and history of navigation. The UM represent the relation between the student and the DM by keeping track of navigation of the learner among the content of the system. Adaptation model (AM): the AM represent what can be adapted, when and how it is adapted. The AM consists of adaptation rules to fit between content information and navigation of user. The AM used as a guide for the learner to navigate among the pages and links on the web. The adaptation is performed based on UM and DM by the adaptation rules which presented in AM. The AM consist a set of generic and specific rules. The general adaptation rules are used to represent variables that are concepts and concepts relationship. However, the specific adaptation rule is concert concepts (not variables) and must be defined by the author.