Enhance Felder Silverman Learning Style

Models (FSLSM):
Systematic Literature Review
Supangat1, Mohd Zainuri Bin Saringat2
Universitas 17 Agustus 1945 Surabaya, Indonesia, supangat@untag-sby.ac.id
1

2
University Tun Hussein Onn Malaysia, Malaysia, zainuri@uthm.edu.my

ABSTRACT

Learning Style identifying in intelligence e-learning development is considered a critical point to personalize the e-learning
process that meets student learning preference. Many learning style theory is considered to identify student's profile. Felder and
Silverman Learning Style Model (FSLSM) is one of the learning style theories with reasonable accuracy in describing students'
learning styles. Although a few review studies focus on identifier system, there are still gaps in the comprehensive literature review
in a specific area of FSLSM. This study presents a review of FSLSM enhancement to improve intelligence e-learning performance.
First, the study analyzes and classifies published studies from 2011 to 2020 in FSLSM implementation and intelligence e-learning
development. Secondly, the study categorizes identifier system technique, recommender system technique, recommended learning
object, and evaluation system technique. Lastly, this study discusses the trend of FSLSM implementation on e-learning
development. This study shows that FSLSM enhancement in e-learning can improve e-learning quality using a recommended
technique from previous studies. Combining FSLSM as an identifier system with a recommender system and an evaluation system
can improve the effectiveness and efficiency of the e-learning process.

KEYWORDS: Intelligence E-learning, Felder and Silverman Learning Style Model (FSLSM), learning style identifier system,
recommender system, and evaluation system

1.INTRODUCTION between people with accounts. E-learning is a new

One area of service that continues to be developed,
especially in the world's conditions, is being hit by the
Covid-19 pandemic that requires physical distancing to
prevent the spread of infection. Distance learning is
demanded to be more interactive and more effortless.
Various studies have been conducted to continue to
develop distance learning, both from the functional
aspects of device development and non-functional
aspects.
Before the COVID-19 pandemic, learning was carried
out face-to-face. E-learning is only used to support
learning, especially for students and instructors who
cannot be physically present. However, e-learning is
currently used as a support and a primary tool so that
the delivery of material to students can be achieved
optimally.
Along with the development of Information
Technology, e-learning supports learning from
conventional (traditional) education to distance
education. E-learning provides various platforms based
on the web or informs social media where users can
search for information, communicate, and make friends
approach that evolved from the technological era,
which has provided an alternative approach in the field
of education [1] [7] [8].
E-learning must adjust its appearance to its users'
characteristics or determine the personalization of
individual learning styles. This online learning system
must provide appropriate teaching materials and
suitable for users. This means that the online education
system is demanded to be adaptive according to user
characteristics' tendency. Every student learns in
her/his way, which has popularized "personalized
learning" in recent years. Hence, personalization of
learning an education-related technology provides the
possibility of creating different learning sequences for
the different learners, based on their personal needs and
preferences [2].
Studies related to the design and development of e-
learning that has been carried out at several universities
in the world is almost successfully tested. However, not
all e-learning is adaptive, and not all e-learning can
determine the appropriate learning media according to
their preferences. Instructors/teachers also mainly do
not know the characteristics of students in general
about their learning outcomes. This is very necessary
because improving the system so that e-learning can
always be developed according to students' and
teachers' needs.
Besides, e-learning currently does not meet all the
needs of instructors/teachers and students. From the
instructor/teacher side, some e-learning programs have
not yet provided teachers with assistance in providing
recommendations for learning objects appropriate to
the subject matter. However, the object of learning is
significant in influencing students' understanding and
comfort in understanding the subject matter. Learning
objectives are components or elements that are required
in the presentation of learning material [3]. If e-
learning only provides learning material without the
object of learning, then the students can feel bored, and
they can move on to something that makes them happy.
Therefore, e-learning must provide a sense of comfort
and pleasure for students so that the subject matter can
be easily understood, and the teacher will feel virtual
learning as he is doing learning in class.
The discovery of e-learning that can adapt learners is a
hybrid recommendation and identification of learners
learning styles. These students' profiles will be
processed to get students' learning styles using the
Index learning style method based on Felder and
Soloman. Learning styles will be clustered into 14
clusters consisting of 4 dimensions, namely
Information Processing, Information Perception,
Information Reception, and Information Understanding
[4]. Several researchers used the Felder Silverman
questionnaire to obtain student profile information to
obtain each student's learning styles. Felder and
Silverman proposed a learning style model (FSLSM),
which stated that a gap exists between engineering
students' learning styles and their professors' teaching
styles [5]. If the learning style is known, a teacher will
determine more suitable packages or learning models
for students. However, a teacher often experiences
difficulties if this Process is done manually, so a tool
such as e-learning analytics is needed. Smart tools
provide teachers with recommendations on best
extending their existing courses in learning
management systems (LMSs) to accommodate more
students with different learning styles [6].
In this research paper, e-learning will be designed to
provide recommendation learning resources appropriate
to students' learning styles. On the other hand, teachers
also get recommendations for learning objects that are
by their learning styles. E-learning that is designed is
expected to provide information for teachers about
student learning outcomes, in general, each learning
(material) so that student learning styles can always
develop e-learning. Compared with Learning
Management Systems (LMS), which offer limited
adaptivity and personalization, adaptive educational
sybyent algorithms to adapt to students' learning style,
enhance learning performance, accelerate goal
achievement, reduce navigational overheads, and
enhance overall student satisfaction [9]. Therefore to
get more specific knowledge, it is essential to know the
various studies conducted by international researchers
to increase knowledge and skills using e-learning. It is
necessary to measure efforts to use analytical tools.
Such efforts can be used to determine the prediction
models of participant performance and risk of failure
and intervene to improve learning outcomes.
This article reports a Systematic Literature Review
(SLR) findings in E-learning personalized and
intelligent e-learning. This literature study will explain
some related research results that measure learning
outcomes and various methods that have been used in
research so that they can be known or developed from
existing e-learning models or types of technology used
in online learning activities.
To this end, this will be an essential aspect in this
literature review and will be addressed by the following
research questions:
RQ1: How can the system provide information on
student learning styles?
RQ2: How can the system provide accurate learning
object recommendations to the teacher and
provide simulations that can visualize the
learning object that has been created?
RQ3: How to make a smart e-learning system that
can provide general and specific information
about student ratings of learning done?
The paper is structured as follows: Section 2 gives a
brief overview of the Intelligent E-learning context,
including a gap analysis of related work. Section 3
presents our research objectives and research questions
and deals with our review method, covering a
description of the search strategy, selection process,
quality assessment, data extraction, and analysis.
Section 4 summarizes the key findings of our study.
Therefore it offers an overview of the included studies
as well as answers to our three research questions.
Finally, Section 5 discusses the meaning of the findings
and limitations of this study.
2. INTELLIGENCE E-LEARNING
2.1 Background
The increase in access to information technology in the
last decade, especially with the rapid transmission of
data via the internet and the increasing ease of
interaction on the world wide web, has changed life,
work, communication, and human learning processes.
Various service areas have been developed to take
advantage of internet access speed to facilitate work
further or as entertainment so that users feel the
benefits and experience better and more comfortable.
One area of service that continues to be developed,
especially in the world's conditions, is being hit by the
Covid-19 pandemic that requires physical distancing to
prevent the spread of infection. Distance learning is
demanded to be more interactive and accessible.
Various studies have been conducted to continue to
develop distance learning, both from the functional
aspects of device development and non-functional
elements.
The distance learning process that is meant to be
interactive in the current era is E-learning. This broad
sense can include learning done in electronic media
(internet) both formally and informally. E-learning
refers to using internet technology to deliver a series of
solutions that can enhance knowledge and skills [10]
[11]. Considering the critical role of technology in
educational institutions or organizations in increasing
participants' competence and pedagogy, many
researchers are interested in digital technology in
education as a research topic precisely because of its
association with progress, transformation, and new
appeal.
The e-learning system ideally provides features
according to user characteristics, so users can
comfortably use the media. E-learning must adjust its
appearance to its users' characteristics or be able to
determine the personalization of individual learning
styles. To provide personalization in an existing
system, the system uses may information (Information
about the learning process, learners Profile, Types of
Learning Objects, etc. [12]. The online learning system
must provide appropriate teaching materials and
suitable for users. This means that the online education
system is demanded to be adaptive according to user
characteristics' tendency.
Studies related to the design and development of e-
learning that has been carried out at several universities
in the world are almost successfully tested. However,
not all e-learning is adaptive, and not all e-learning can
determine the appropriate learning media according to
their preferences. Instructors/teachers also mainly do
not know the characteristics of students in general
about their learning outcomes. This is very necessary
because to improve the system so that e-learning can
always be developed according to students' and
teachers' needs.
Besides, e-learning currently does not meet all the
needs of instructors/teachers and students. From the
instructor/teacher side, some e-learning programs have
not yet provided teachers with assistance in providing
recommendations for learning objects appropriate to
the subject matter. However, the object of learning is
significant in influencing students' understanding and
comfort in understanding the subject matter. A learning
object (LO) integrates digital information and
functional units to emphasize a single educational
objective [13]. If e-learning only provides learning
material without the object of learning, then the student
can feel bored, and the student can move on to
something that makes him happy. Therefore, e-learning
must provide a sense of comfort and pleasure for
students so that the subject matter can be easily
understood, and the teacher will feel virtual learning as
he is doing learning in class.
2.2. Felder and Silverman Learning Style
Model
In personalized e-learning development using artificial
intelligence, many studies suggest developing a
learner's profile or characteristic identifier system [53].
This system is necessary for recommending the best
learning object for the student. Feldman et al. [53]
suggest Felder and Silverman Learning Style Model as
a fundamental theory to identify a learner's profile with
the best accuracy in intelligence e-learning.
Felder and Silverman Learning Style Model was first
developed by Felder and Silverman in 1988 [54] to
identify learner's profiles based on their learning
process works. Felder and Silverman learning style
model value student’s learning process based on four
dimensions.
The first dimension is processing, which describes how
student's perceived information is converted into
knowledge. In this dimension, Felder and Silverman
divide student's learning style into two types:
1. Active Learning Style
 Active learners process more information into understanding. The learning style in this dimension are:
knowledge by experiencing and watching at 7. Sequential Learning Style
learning object. Active learners will not learn more Sequential learners prefer to understand the
by sitting and thinking with textbooks and reading knowledge with continual steps. They like to learn
instruction without trying. Active learners enjoy by following instructions from the teacher.
learning objects by providing them with examples
and then explaining what they should do. Active 8. Global Learning Style
learners enjoy studying in groups and not Global learners prefer to understand the
individually where they will feel boring. They knowledge in a large jump. They tend to learn a
prefer to engage in physical activity. concept by looking at the bigger picture. They
2. Reflective Learning Style prefer to autonomy understanding by themself
Reflective learners process more information into rather than being forced to use the teacher's
knowledge by listening to, reading, and receiving instruction.
the information. Reflective learners prefer to think
in a quiet place without any interruption. Table 1. Information about Learning Style
Reflective learners can get more knowledge by
Dimension Learning Style Information
reading the presented information, memorizing it,
Processing Active How does student prefer to
and frequently stopping to think about what they Dimension Reflective process information?
have learned. They prefer introspection
Perception Sensing How does es student
Dimension Intuitive perceive external
The second dimension is perception, which relates to information?
the information type student prefer to perceive. The Input Visual What kind of information
learning style in this dimension are: Dimension Verbal type does the student
3. Sensing Learning Style preferentially perceive?
Sensors prefer to information type that can be seen Understanding Sequential How does a student
with their sense. They like facts, experimentation, Dimension Global progress toward
presentation, numbers, and data. They like detail understanding?
but do not like a surprise, complication theory.
They are good at memorizing data and careful
identification but slow to learn. 2.3. Previous Related Review Studies
4. Intuitive Learning Style In the e-learning literature, many reviews are conducted
Intuitors prefer concepts, theories, and principles. in order to research e-learning personalized and
They like innovation, new concepts, and new intelligent e-learning. The next paragraphs briefly
ideas. They do not like detail and like summarize the most related ones.
complications. They are good at understanding a
new concept and fast learning but more careless 2.3.1. Learning Style Identifier System
with some detail. In 2018 [14], Fahmeeda et al., the research about
learning style to achieve the highest learning score is
The third dimension is input, which describes student crucially essential in any academic institution.
preference to receive external information. The Consequently, understanding the way learning can be
learning style in this dimension are: facilitated more effectively is the key to educational
5. Visual Learning Style improvement. The research has two processes: finding
Visual learners prefer to receive information by differences in learning styles between men and women
looking at the graphic, picture, flowchart, and analyzing awareness of preferred learning styles
timelines, or video. They receive more and behaviors that make a difference in learners'
information from visual sense and remember what learning process. At the analysis stage, 200 participants'
they see. responses were analyzed to analyze stage preferred
6. Verbal learners receive information from listening styles and behaviors in the classroom. The significance
and remember more of what they hear, and they of each variable was determined by the ranking of high
read. They prefer to receive information by and low-frequency variables.
listening to speech, reading books, and discussion.
Yasemin and Gülbahar [15] look for relationships
The fourth dimension is understanding, which between learning styles or preferences in face-to-face
describes how students progress knowledge toward and online environments. A relationship between the
subjects' learning style and preferred instruction
method is an important one to understand when
designing online courses. The researchers analyzed the
qualitative data and found several emerging themes.
Hence, after reading through the considerable literature
and filter what is relevant to an online perspective, and
based on the qualitative analysis of open-ended
questions, and analyzing learning styles proposed by
Memletics Learning Style Inventory (2004), Kolb
(1976), Felder, and Soloman (1991), Felder Silverman
Learning Model (1988), and Grasha-Reichmann
Learning Style Scales (1996) in-depth, researchers
ended up with eight dimensions of learning styles that
should be considered in online environments.
Still, Jumahir (2018) [2] identified and prepared major
and minor perceptual learning style preferences about
learning style. The survey method is the technique of
gathering data by asking questions to people who
desire desired information. To obtain the data in this
research, the researcher applied Reid's (1987)
Perceptual Learning Styles Preferences Questionnaire
(PLSPQ) developed mainly for learners of a foreign
language. This questionnaire was used to elicit the data
about students' learning styles.
Ibrahim et al. (2018) [16] present methodology to
personalize learning using learning analytics and make
further decisions on suitability, acceptance, and
personalized learning units. Ibrahim et al. use the
decision tree Algorithm and evaluation method with
Machine Learning. Filling in Soloman and Felder's
Index of Learning Styles Questionnaire, they could
obtain, e.g., the following learning style initially stored
in his/her student profile/model. The paper shows that
learning analytics methods and techniques could be
successfully used to personalize learning. Felder-
Silverman Learning Styles Model (FSLSM) and
appropriate learning styles questionnaire should be
applied to identify particular students' learning styles.
Expert evaluation should be applied to establish
suitability indexes of learning activities and particular
students. Learning analytics should be used to identify
what particular learning objects and activities were
practically used by these students and to what extent.
Anju et al. (2018) [17], in the e-learning scenario,
reveal the learner's personality traits with learning
styles. Based on students' personalities, teachers can
make e-learning programs more effective if personality
traits can predict students' learning styles in an e-
learning scenario. The study shows that the
effectiveness of e-learning courses can be improved by
providing instruction in a manner consistent with each
student's learning style according to their personality
traits. The participants consisted of millennial students
at the beginning of the summer semester enrolled in the
online Performance Management course and Data
Analytics course. Web-based learning environments
permit the instructor to build one course yet implement
various resources, so students can utilize materials in
whichever way works best for them.
Wafa et al. [18] also research learning style preferences
between two majors. This study aims to explore the
learning style preferences among the students in
Interior Design and Architecture program. Researchers
use a questionnaire to get data about this. Therefore,
the results indicated that there is no significant
difference in learning styles between students of
Architecture and Interior design.
Sangat and Zainuri [19] also develop e-learning using
questionnaire Felder Silverman learning style and
development system. A questionnaire-based
psychometric assessment instrument called the learning
style index (ILS) is used to determine learning styles.
The ILS method uses the tendency of the answers
chosen by the user in determining their learning style.
Material studies have become more dynamic. In
adaptive e-learning that the author builds, learning
content is the main subject that arranges into adaptive
according to each student's learning style preferences.
There are reference web, multimedia, book, and mind
map.
Irene Passinaa et al. [20], clustering students into a
group based on student learning style to use a suitable
method for teaching students and helping the outlier
students who are lagging. Researchers use a hierarchal
clustering algorithm. This study will also reveal
teachers explore the learning styles of their students to
choose the proper teaching methodology/strategy and
assessment method that fits each student group instead
of dealing with the classroom as one unit. This helps
students to better achieve the intended learning
outcomes of the course. Teachers can find outlier
students and try to deal with them differently to achieve
the learning outcomes, for example, in the dendrogram.
A 9 or 11 means that the student has a strong
preference for one category of that dimension and may
fail to understand the subject is taught in an
environment that does not address his style preference.
Kousuke Mouri et al. [21] also reveal learning
behaviors or learning patterns based on Log Data from
Digital Textbooks. This study analyzed the learning
patterns or rules using digital textbook logs with ILS
and CSI questionnaires. In order to collect students'
digital textbook logs, the DITel system was developed.
The system was used in the Commercial Law course
for ungraduated students. A total of 41 ungraduated
students participated in this study. They were asked to
answer LSI and CSI questionnaires to investigate their
learning styles and cognitive styles.
Nurul Hidayat et al. [22], 2020 improvement of the
FSLSM learning style detection model is carried out by
combining the K-Means algorithm's modification with
the Naive Bayesian classification algorithm. This
research succeeded in building an automatic learning
style detection model using a combination of K-Means
algorithm modification with Naive Bayesian Based on
the test results. A modification of the K-Means
algorithm, which is used to form labels on the learning
force detection models proposed in this study, can
improve the performance of grouping the data sets
compared to the original K-Means algorithm.
Other personalized e-learning was researched by
Jeremiah Hasudungan et al. [23]. The system design
integrated the Index Learning Style questionnaire to
identify the user learning styles. When users start
learning, they will be provided with content that
follows their learning styles. Learning content is
designed and created using the ADDIE method with
FSLSM integration into it. Which on stage courseware-
development.
Annuar et al. (2020) [24] research has the purpose of
studying the student's preferred learning style towards
mathematics and studying the differences in student
attitudes towards mathematics, and measuring the
association of learning style and attitudes towards
mathematics achievement. A set of the questionnaire
consisted of a range of information, including socio-
demographic and questions measuring their attitudes
towards mathematics using Attitudes Towards
Mathematics Inventory (ATMI) and Index of Learning
Style© (ILS) distributed among the participants.
Multiple linear analysis was conducted to measure the
association between learning style and attitudes
towards mathematics on the mathematic score while
controlling for gender, type of school, and HSC grade
in mathematics.
Zhanna and Yu Wang [31], comparing the predictions
with self-report results tested by the Index of Learning
Styles (ILS) questionnaire, the authors got the accuracy
results of using eye-tracking technology to identify
visualizers and verbalizers. Authors imported research
materials into Tobii eye-tracker and marked the visual
AOIs and verbal AOIs. In the Tobii eye-tracking
system, researchers can draw lines to cover the areas
they want to focus on, which is called Area of Interest
(AOI), and the system will record data within the
marked AOIs then authors asked participants to do easy
tasks, Then, the Tobii eye-tracker recorded participants'
gaze paths and fixation data. Gaze paths, recorded as
gaze plot patterns or eye movement patterns, represent
the user's eyes' visual route as they move across the
screen.
Richa and Vidushi (2018) [36], an artificial
intelligence-based system is developed that considers
multiple learning style models and multiple artificial
intelligence techniques for determining students'
learning styles. Two learning models, Felder &
Silverman and Kolb, have been simulated using the
developed software, using two Artificial Intelligence
techniques: Multilayer Perceptron and Decision Trees.
The software system has menu systems for configuring
student attributes that are to be considered for
determining learning styles. The tool can also be used
to specify the number of learning styles into which the
classification is carried out. It is six for Felder &
Silverman model and all four for Kolb's model.
2.3.2. Learning Object Recommender System
Revathi et al. (2019) [25], This paper attempts to
explain the shift in learning preferences of the current
younger generation. Educators need to acknowledge
this issue to ensure the effective teaching and learning
experience achieved and the gap between students and
instructor refined. Modify ILS give student statements
on 5 point Likert scale to scale it from 1 (strongly
disagree) to 5(strongly agree). Results show that they
take accountability for their learning, yet they crave for
instructor's motivation. This is a sign where the
instructor and learning object's role is still essential for
an effective and efficient learning process.
Sucheta V. et al. [26] in this paper have goals to
generate and provide Adaptive User Interface (AUI)
components with adaptive contents to the learners. The
work mainly focuses on the structure of the portal to
identify the learning objects and content materials. The
learning styles of the learner is the primary input to
define the rules for generating AUI components. As the
learner progresses in the course, the learners' learning
styles may change, and hence the rules are designed to
handle the dynamically changing learning styles. The
AUI components are designed as per the learning
objects and contents made available on the portal for
Android Course. The design phase is generic and can
be modified by accessing the learning objects and
contents of any course from the portal's database. To
design AUI, the portal's structure has to be understood,
which has been presented in the form of a Learning
Objects Transition diagram.
Ibtissam et al. (2019) [27] use two main approaches for
detecting learning styles have been conducted, namely
the conventional Approach and the automatic
Approach. The conventional approach consists of
identifying learning styles through a questionnaire that
learners are asked to fill out. The automatic approaches
consist of gathering information from the learners'
interaction with the educational system. The sequences
are clustered into eight groups of FSLSM, defined as
Active, Reflective, Sensing, Intuitive, Visual, Verbal,
Sequential, and Global. The final clusters are obtained
for 210 iterations and 220 iterations for the first and
second tests. The approach is robust because it can
identify learning styles regarding the number of courses
considered in the identifying Process. The learners'
learning behaviors have been captured from Logfile.
The sequences to be identified have been constituted to
be used as input data of the clustering algorithm. The
mapping has been achieved by applying the Fuzzy C
Means (FCM) algorithm on these sequences. The
sequences are then clustered into eight groups of
FSLSM based on the learning objects defined for each
category of FSLSM.
Harish et al. (2018) [28] develop the adaptive learning
system that would use a bidirected graph data structure
that would comprise various levels and phases. The
structure and traversal of the graph are determined by
the appropriate machine learning and deep learning
algorithms. This model proposes a web-based e-
learning system where a user would initially sign-up
for the course upon which a questionnaire will be
presented. After completing the questionnaire, the
recommended course begins based on learning style
with an introductory video where the webcam and
mouse events are monitored. The model uses Felder-
Silverman Learning Style Model (FSLSM) as the basis
for identifying the learner's style.
Chih-Hung Wu (2018) [29], This study proposes a
conceptual framework of using artificial neural
networks to identify students' learning styles based on
the learning portfolio data in our designed education
balance game with the Felder-Silverman learning style
model (FSLSM). : Step 1 is to make a features vector
include the problem-solving step variables of students
recorded in the learning history record system in
balance game, the student learning style determined by
the ILS learning style questionnaire is labeled and then
used as the classification variable, and the SVM is
provided for classification training and then step 2
Model training: Using the SVM classification
algorithm to train the classification model, the learning
process variables that may affect the learning style
classification need to be converted into feature values
and output as the format of the SVM operation.
Ali et al. [30] provide an approach for identifying
learning styles in MOOCs using an unsupervised
machine learning approach. Experts generally make the
identification of the features of the learning style
following an iterative process. We applied a backward
feature elimination (BFE) method. This method
consists of removing the less important features that
make less significant contributions. For the clustering
activity, to identify the most suitable method for our
case, we chose to implement the four methods most
used in the literature (k-means, Agglomerative, Birch,
and miniBatch).
Jena (2018) [35], the purpose of this study was to
develop a model to automatically detect the students'
learning styles from their personal, academic, and
social media data and make recommendations for
students, teachers, educators, and administrators for the
overall improvement of learning outcomes. The
classification algorithms (C4.5, CART, NB (naïve
Bayes), Bayes Network) use five class labels to classify
the collected data. Classification approaches typically
use a training set where all objects are already
associated with known class labels. Classification
algorithm learns from the training set and builds a
model.
Abadulrahman (2020) [1], design and intelligent
examination based methodology. The proposed
intelligent examination system consists of two phases:
User Management, Course Management, Question, and
its answer Management, Examination, and evaluation
Management. John Martin and Maria (2019) [12] use a
machine-learning algorithm to classify the learners
depending on their learning preference, categorize them
to a class of learning style, and suggest suitable
learning objects. The proposed system architecture is
organized into three essential elements: Learner Model,
Domain Model, and the Learner Recommender System.
These three elements interact with each other, classify
the learners and find a learning path so that the system
can provide the learner with the right Learning Objects
(LO).
2.3.3. Student Learning Rating System
Shaimaa et al. [32] predicting student ratings for e-
learning recommender systems Predicts the ratings for
a given learning object and a given student based on the
student's learning style, the learning object's profile,
and the ratings of learning objects. New students: The
three different algorithms (CF, CBF, and HF-0.5) can
deal with new students by incorporating their
personalized learning styles with their rating. New
learning objects: The three algorithms can recommend
new Los by measuring the similarity between learning
object profile and student learning styles.
Yunia et al. [33] developed a new analysis to
automatically detect student learning styles based on
the Felder Silverman Learning Style Model by
analyzing student behavior towards E-Learning using
the decision tree method and ensemble method
Gradient Boosted Tree. To get training data from the
log data in Moodle, which is selected according to the
FSLSM model. The decision tree and gradient boosted
tree algorithm are two algorithms to detect learning
styles. Therefore, the data from the moodle log will be
selected and used as the dataset attribute. Students are
said to be in class processing if they access the forum,
chat, and demo learning object input class when
accessing learning objects text, video, picture, and ppt.
The classification process uses the Rapid Miner tool
with 10 Fold Cross-Validation. Cross-Validation is a
statistical method used to evaluate the performance of a
model or algorithm where data is separated into two
subsets, namely learning process data and
validation/evaluation data.
Truss et al. [34] paper presents an ensemble method for
improving students' learning styles' automatic
identification according to the Felder Silverman
learning style model (FSLSM), using support vector
machine Naïve Bayes and K-Nearest Neighbor to
develop automatic identification. Evaluation of the
proposed ensemble learning algorithm for the
automatic identification of learning style using
confusion matrix and evaluation of the quality and
functionalities of the developed mobile system
(Learnglish) using the multidisciplinary framework and
the comparison of the presented mobile application
(Learnglish) with a corresponding web one applying
statistical hypothesis tests (t-test).
Saima et al. [37] reveal the study and develop an E-
Laboratory infrastructure using AI and ML techniques
for quality education enhancement about
learner/students' learning skills and practical skills of
learner/students by the rating learning process. This
research addresses these problems in the laboratory to
improve the student's practical skills and investigation-
based learning. The exploratory study was evaluated
through a survey that students have faced problems
while performing practical tasks by using a computer in
physical laboratories. Pedagogical agent-based
cognitive architecture (PACA) is constructed based on
the unified theory of cognition. The PACA has divided
into the following three layers based on cognitive
processes. It presents the conception of an Intelligent
Virtual Laboratory (IVL) based on PACA. This IVL
provides the level of excellence of laboratory needs by
enhancing the education technology for all computer
education levels.
Agung et al. [38] analyze learning satisfaction with
online learning readiness with learning culture and
character strength as antecedent variables. This study
tries to find out and analyze the factors that influence
learning online for students at the University of Putra
Indonesia YPTK Padang in participating in learning
online. Learning culture reflects the quality of
academic life that grows based on the spirit and values
possessed by students in helping and improving student
learning achievement. This variable is measured using
a questionnaire developed by Santosa 2017, which has
influence, training, and readiness indicators. The
variable strength of character is a picture or self-
potential inherent in students to support online learning
readiness. This variable was measured using a
questionnaire developed by Peterson and Seligman
(2004) with variable indicators: curiosity, love of
learning, the openness of mind, creativity, and
perspective.
Ahmad Jalal [39] recognizing student behaviors in the
E-learning environment using hybrid feature image
processing. The system can help students by giving
feedback on their actions. The idea is to provide online
Martial Arts training via virtual trainers or action
videos followed by students' response reproducing the
same action. The evaluation of learners is carried out
by recognizing their behaviors and providing feedback
scores for their motivation.
Wen‐Jye Shyr et al. [40], Identify the competencies
required for students in AI-based robot design.
Identifying indicators for measuring the learning
effects on students involved in the design of AI‐based
robots, forming a group of experts to analyze the
assessment Indicators and Designing a questionnaire to
collect data on the assessment indicators; Conducting
data analysis (descriptive statistics, Kendall coefficient
of concordance, and the K–S test) and then Identifying,
reviewing, and integrating the assessment indicators
deemed essential by the experts.
Manfred (2019) [41] developed methods for automated
diagnosis and intervention to improve teamwork in
online supported teaching. The feedback system
consists of three components:
• Moodle Learning Management System including
various prompts implemented as Moodle Plugins,
• Learning Analytics Backend and
• Intervention System consisting of a rule-based
expert system.
In both aggregated and event-based fashion, the
autonomous traits of the feedback system are provided
by the Learning Analytics Backend (LAB) and the
Rule-based Intervention System (RIS), respectively.
Said et al. (2019) [42] analyze the studies that were
already examined by Abdullah and Ward and other
relevant studies that were collected based on the
inclusion and exclusion criteria of this study. To
analyze the various hypothesized associations in the
developed model, the path coefficient analysis has been
employed. Concerning the system characteristics, the
results demonstrated that system quality and
information quality have significant positive effects on
the students' perceived ease of use of e-learning
systems. The results indicated that content quality has
an insignificant positive effect on perceived usefulness
and ease of use of e-learning systems.
Tatiana et al. (2019) [43] evaluate the students'
engagement in a newly-introduced integrated learning
model, identify the impact of such a model on students'
learning outcomes, and determine if students'
engagement levels influence their learning outcomes.
They measured behavioral engagement through
students' attendance records of traditional lectures,
records of online logins to the Moodle platform, and
completed peer-evaluation tests in the online project.
Emotional involvement and cognitive engagement were
measured quantitatively during the survey and
qualitatively through interviews to determine the
students' learning results using final testing records on
English and International Business. Moreover, English
tests' (reading, listening, writing, and speaking) results
before the course and after the course were examined
and compared to reveal the integrated learning
approach's effect.
Hassan Abuhassna (2020) [44] identifies Web-based
course's effects on students' satisfaction and learning
autonomy based on Moore's transactional distance
theory (TDT) through web-based courses. Learners
were requested to fill a questionnaire. Cronbach's
Alpha reliability coefficient will measure (students'
background, students' experience, learning autonomy,
students' dialogue, and students' satisfaction).
Tlili Et al. (2019) [45] develop automatic learning
analytics. The learners' personalities were modeled
based on their learning data using the developed LA
approach with the Bayesian network. This study
presents an ongoing project to make Modular Object-
Oriented Dynamic Learning Environment (Moodle)
intelligent by implicitly modeling learners’
personalities based on their learning data and using
Learning Analytic (LA) approach with Bayesian
network.
Kesavan et al. [46] on this research have goals to find
factor affecting about quality of e-learning during the
covid-19 pandemic from higher education students'
perspective. The research study the relationship of
seven independent factors: administrative support,
course content, course design, instructor characteristics,
learner characteristics, social support, and technical
support on quality of e-learning in higher education
during the COVID-19 pandemic.
Shoufan Abdullah (2018) [47] use learning analytics to
investigate how far educational videos on YouTube
support cognitive features as formulated in the
cognitive theory of multimedia learning– and how far
these features support students' learning. One hundred
five videos were selected that address different topics
of digital logic design. To facilitate the analysis, each
video was assigned an identity number. An Excel sheet
was created that includes the video identity number, the
video title, a link to the video, and the upload date. To
establish a relationship between the cognitive video
value V CV and supported cognitive features using
multiple linear regression analysis.
Quadri Noorulhasan et al. (2020) [48] find critical
success factors in implementing e-learning systems.
This study aims to establish the influence of dimension
and critical success factors (CSFs) of E-Learning using
multi-criteria decision making (MCDM). Using an
analytic hierarchy process with group decision making
(AHP-GDM) and Fuzzy AHP (FAHP) based multi-
criteria decision-making (MCDM) is used in the
assessment and prioritization of dimensions and CSFs
of the E-Learning system.
Andi Besse et al. [49] find suitable learning methods
based on a deep learning algorithm, classified four
main groups: learner's foundation, facilities community
engagement, and learning approaches. To prove our
hypotheses, section 4 will analyze the raw data material
based on deep learning of neural network, Naïve Bayes
classifier, and support vector machine (SVM).
Juan Pedro (2020) [50] design a learning analytics tool
to analyze students' communicative interaction online
and to have teachers implement the tool to monitor and
assess asynchronous online discussions and, in turn,
measure the impact of the tool's use on university
students. Using a design-based research (DBR)
methodology, the DBR pursues the collaborative search
for solutions to complex problems in their real contexts
that integrate design principles with technological
advances within the framework of a reflexive
investigation where innovative learning is carried out
iteratively.
Sandra Treesa Tom, Tulasi B (2018) [51] find various
factors that can affect a student's learning. The data for
the research has been collected from the OULAD
(Open University Learning Analytics Dataset). After
completing pre-processing next with a k-means
algorithm, the pre-processed data is divided into
training and testing datasets. The attributes will be
ranked according to their impact on the result after
applying PCA (Principal Component Analysis).
2.3. Gap Analysis on Previous Research
To sum up, it can be said that related literature reviews
cover many aspects of learning style, personalized e-
learning, and intelligent e-learning. Nevertheless,
analyzing the current work, we observed some
shortcomings Irene Passinaa et al. [21], clustering
learners into the group so the learners can choose the
proper teaching methodology/strategy and assessment
method that fits each student group instead of dealing
with the classroom as one unit. However, this study
does not provide a recommendation learning
object/learning package to learners based on the
learning style. Besides Irene Passing et al., Kousuke
Mouri et al. [22] analyze learner patterns from log data
of digital book. This study's topic can be used as a
reference, especially for discovering student behavior
patterns, and can be adapted to existing subjects.
Shaimaa et al. [33], predicting student ratings for e-
learning recommender systems. Predicts the ratings for
a given learning object and a given student based on the
student's learning style, the learning object's profile,
and learning objects' ratings. In this study, the student
rating was determined based on the rating history and
the similarity in rating between them.
To determine the rating using Collaborative filtering
and Content-Based Filtering. Besides that, the system
can determine the learning objectives from the object
profile and then connect them to the learning style
dimension. To sum up, this study focuses on providing
recommendation learning objects based on object
profile and learning style. John martin et al. (2019) [12]
use a machine-learning algorithm to classify the
learners depending on their learning preference,
categorize them to a class of learning style, and suggest
suitable learning objects. The proposed system
architecture is organized into three essential elements:
Learner Model, Domain Model, and the Learner
Recommender System. To identify learner profile and
learner style using VARK Questionnaire. Same with
Shamma et al., research by John Martin also focuses on
recommendation learning objects based on learners'
learning style. They are evaluating the learning
object/learning package not provide in the system. The
previous studies show that few integrated intelligence
teaching systems provide student learning style
information, learning object recommendation, and
learning process rating system.
3. REVIEW METHOD
Appropriate guidelines have been followed for
conducting the systematic review, particularly the
guidelines for SLRs of the Personalized E-learning
Model [54]. First, establish the source of research
articles and search keywords. There are also sources of
research articles that are sought: IEEE, Google Scholar,
Science Direct, Emerald, Springer, and ACM. If the
keywords have been determined, the next step is to
combine these keywords with Boolean operators to find
searches relevant to the research question. The
operators are AND and OR. The AND operator is set to
search for different keywords, while the OR operator is
set to confirm words or term terminology. For example
(e-learning OR online learning, OR framework model,
personalization OR adaptive) [55]. Second, candidates
Papers are selected based on title and related abstract
searches to e-learning and its equivalents, models or
architecture or personalization framework, learning
style index, and intelligent e-learning. Third, organize
the selected articles based on a background search, then
read content and detailed discussion to understand
more deeply. The components, tools, and techniques
most commonly used by Previous researchers will be
carried out a ranking process to see which one the most
widely used or proposed. Based on these findings, the
author will learn more and consider the primary
platform to propose or develop a new and personalized
e-learning model. Finally, this literature study will
answer research questions related to standard
components, tools, and techniques for building a
personalized electronic learning Framework (e-
learning).
3.1. Search Process
The search for previous research articles was carried
out on a predetermined source database by entering the
search box's keyword. The article source database
selected is as following:
• IEEE Xplore (http://ieeexplore.ieee.org)
• Google Scholar (http://scholar.google.com)
• Science Direct (www.sciencedirect.com)
• Springer Link (link.springer.com)
Search articles using Publish or Perish, Publish or
Perish are a software program that retrieves and
analyzes academic citations. It uses a variety of data
sources (incl. Google Scholar and Microsoft Academic
Search) to obtain the raw citations, then analyzes these
and presents the following metrics:
• Total number of papers and the total number of
citations
• Average citations per paper, citations per author,
papers per author, and citations per year
• Hirsch's h-index and related parameters
• Egghe's g-index
• The contemporary h-index
• Three variations of individual h-indices
• The average annual increase in the individual h-
index
• The age-weighted citation rate
• An analysis of the number of authors per paper.
characteristics of each source database article as
follows:
• E-learning OR elearning AND Personalized AND
(Model OR Framework OR Architecture)
• Elearning AND Personalized AND (Model OR
Framework OR Architecture)
• E-learning AND Index Learning Style
• (E-learning OR elearning OR online learning)
AND Felder Silverman Learning Style
• (E-learning OR elearning OR online learning)
AND Quality eLearning
• E-learning OR elearning OR online learning AND
intelligent eLearning
• Intelligent elearning AND quality eLearning
• Felder Silverman Learning Style Model AND
Development AND Learning Style
The mechanism of searching and collecting papers is
done through three stages. First, visit one by one source
specified database literature and enter a search keyword
complete with synonyms. Found papers are entered
into the "Studies Found" category. Second, read titles
and abstracts to filter information related to research
questions. The results are entered into the "Candidate
Studies" category. Thirdly, read the introduction and
the contents of the whole paper according to the
research question. The result is saved as the category
"Selected Studies."
4. RESULT AND DISCUSSION
After conducting e-learning development in the
previous studies and review method, the results and full
discussion will be explained in the following sub-
chapters.

Using this tool, we can find relevant articles by 4.1. Data Extraction
entering parameters such as keyword, title, author, and
The number of papers reviewed from 2011-2020 in the
year. However, first, we have to choose the article
first stage was 137 documents. Then in the second
source, for example, from Scopus, Web of Science, or
stage, it is filtered into 84 papers based on title and
Microsoft Academic. The results are available on-
abstract. At the last stage, 52 papers were directly
screen and can also be copied to the Windows
related to the research questions to explore and discuss
clipboard (for pasting into other applications) or saved
for answer research questions. The complete results can
to various output formats (for future reference or
be seen in Table 2 below.
further analysis). Publish or Perish includes a detailed
help file with search tips and additional information Table 2. Collected Studies
about the citation metrics. Source Studies Candidate Selected
Database Found Studies Studies
In this research, the article crawl is done by typing the IEEE 20 13 7
combined keyword operator or boolean symbol with Scopus 89 50 40
the search's main logic (E-learning OR online learning
Google 15 6 5
OR eLearning AND Personalized AND (Model OR Scholar
Framework OR Architecture). Then the main logic is
Total 137 84 52
decapitated over several search steps to adapt to the
The focus of the literature study in this research is the [20][23][24][27] [28]
general criteria for the model or learning, personalized [30][33][35] [36][45]
[49]
e-learning framework, learning style, Felder Silverman
PreferencesLike Like and Prefer [3][2][4][5][9] [14] 41%
learning style model, intelligent e-learning, learning dislike
[15][17] [18][19][23]
recommender system, and learning evaluation system.
[24][27][35] [33][39]
First, criteria curious is made up of the standard
[43] [45]
components that make up the basis for determining Personalized e- Intelligent e- [2][4][5][9][14] [15] 38%
personalization, e-learning, learning styles, and learning
learning [17][18][19] [23][24]
intelligence in e-learning systems. Second, Identify the
[27][35] [33][39][41]
technique or tool used to determine a thoughtful
[42] [43][48][49][50]
learning pathway to fit your goals and needs student.
Quality of E- E-learning [46][48][50][51] 10%
Third, the learning theory background is used. That The
Learning evaluation
themes presented in this article are (1) trend "Selected
Studies" such as source and year of publication, type
(journal/studio), (2) usage trends components used to
Table 4 shows that characteristics of the learner are the
determine the personalization of learning, and (3) the main components that 49% of 52 reviewed studies
techniques used to determine the recommended path. focus on learning style identifier system and 35% use
learner's profile. For the learning object recommender
Based on the literature review, table 3 shows that the system, 41% categorized learning object
learner's characteristics are the main components that recommendation based on learner preference, and 38%
become the key issues and the goal of creating a of reviewed studies use intelligent e-learning—only 10
personalized learning environment with 49% of % of reviewed studies that develop an evaluation
reviewed studies focus on learning style identifier system to get learners rating of the learning process.
system. Because each learner is a unique and complex The literature review shows that studies between 2011-
person depend on psychological and pedagogical 2020 mostly focus on learning style identifier systems
disciplines, many researchers have proposed a to develop personalized e-learning.
personalized learning model based learner’s profile.
Some studies propose the Felder Silverman Learning 4.2. Learning Style Model Implementation in E-
Model (FSLM) Approach to extract learning styles. learning
Other researchers use Bloom's Taxonomy (BT), Previous studies developed personalized e-learning
Memletics Learning Style Inventory, Kolb learning consider learning style model to recommend teacher
style, Felder and Soloman learning style, and Grasha- the best fit learning object for each student. Some
Reichmann learning style scales. Consequently, each learning style theories had developed in the last 20
model uses different parameters, depending on the years, many concepts of theories are used
perspective of the model used. interchangeably in learning style literature. This
competing idea between learning style theories
Furthermore, this study referred to as components or hampers adopting the learning style model to develop
parameters or general characteristics of e-learning that personalized e-learning, which educational
learning is personalized. The number of papers (n) that practitioners hard to determine the most relevant
discusses each component category is the percentage learning style model [53]. Coffield et al. [54] explain
divided by a total of 52 selected papers that is equal to that learning styles differ in their design, implication
n / 52. The results are as shown in table 3: for pedagogy, and evidence on pedagogical impact.
Thus, practitioners should choose learning styles
Table 3. General Component E-learning Personalization Models carefully based on pedagogical background and goal.
Components Description References %
Personality Learner’s Profile [2][4][5][9] [14][15] 35% Some researcher [15][16][19][22][23] using Felder and
[17] [18][19][23] [24]
Silverman Learning Style Model (FSLSM) to develop
personalized e-learning. Few studies use Memletics
[27] [35] [33] [39]
Learning Style Inventory, Kolb learning style, VARK
[44][45][49]
theory [12], and Grasha-Reichmann learning style
Learning Style [2][3][4][5][6][9] 49%
scales [15][36]. This study found that Felder and
[12][13][14][15] [16] Silverman Learning Style Model is widely applied in e-
[17][18][19] learning development by previous studies.
 ILS Survey to identify student's learning style. This
eye-tracking technology can identify visual/verbal
4.3. Recommendation Technique to identify
learning style more accurate.
Learning Style in Intelligence E-learning
After we found Felder and Silverman Learning Style Other studies recommend intelligence personalization
Model is the most widely applied and best accuracy in modules to identify learning styles based on another
e-learning development, this study reviews the learning style theory: multiple intelligence theory [3]
recommended technique to identify learning styles and VARK learning preference model [12] instead of
based on Felder and Silverman Learning Style Model. the Felder and Silverman Learning Style Model. Bajaj
Table 4 shows that 27 studies of 52 reviewed studies and Sharma [36] combine two learning style theory
from 2011-2020 focus on identifier system FsLSM and Kolb's Theory, to identify students'
development. Those studies develop a system to learning styles with Graphical User Intelligence with
identify learners' learning profiles based on learning Multilayer Perceptron and Decision Tree. That
style, personality, level, knowledge, and learning identifier system is combined with a learning content
behavior. Some studies develop identifier systems use recommender system based on ontology to deliver
intelligence systems, machine learning technique, and practical learning for each learner.
simple statistical method.
Previous studies develop personalized e-learning based
Some studies use the survey method with an index of on learning style and preference and learner's
learning style (ILS) developed by Felder and Soloman knowledge level. Patchava et al. [9] recommend a
(1991). This ILS contains 44 questions based on Felder knowledge test module to personalize e-learning based
and Silverman Learning Style Model (FSLSM) with on students' knowledge level. Anantharaman [28]
four dimensions with eight learning style types. The recommend Random Forest to identify student
student fills the questioner then the system calculates knowledge level to personalize learning management
their score and categorizes their learning style system.
tendency. In previous studies [2][4][14][16-19][23-25]
[31-32], the ILS survey method is applied to identify Table 4. List of Tool/Algorithm on E-learning Personalization
learning style, then survey result will be used as input
Tools/Algorithm Ref
in learning object recommender system to personalize E-learning System
learning management system or develop personalized LS LO LP
Identifier Recommender Evaluator
intelligent tutoring system. From 27 studies that focus
Artificial intelligence: [1]
on learner's profile identifier system, 11 studies Fuzzy logic and SVM
v v
recommend the ILS survey method to identify learner's Survey Methode [2] v
profile based on Felder and Silverman Learning Style proposed framework: [3]
Model. ontology-based
recommender system, v v
intelligence
Some studies recommend the enhanced technique to personalized module
identify learning styles based on Felder and Silverman ILS to identify learning [4]
style; Apriori
Learning Style Model without filling ILS questioner. Algorithm to
Some technique successfully applied in several studies, recommend learning
v v v
including Hierarchy Clustering Algorithm [20], Apriori object, five-point
grading scale to
Algorithm [21], K means Algorithm [30], Naive evaluate the learning
Bayesian [22][34-35], Fuzzy C-Means [27][36], process
Convolutional Neural Networks, Long Short-Term linear transfer function [5]
system model with
Memory [28], Artificial Neural Network with Support generic support analysis v
Vector Machine [29][34], Agglomerative, Birch, and cohort support
miniBatch [30], Decision Tree, Gradient Boosted Tree analysis
Genetic Algorithm and [6]
ensemble [33], K-Nearest Neighbors [34], C4.5, General Support Level
v v
CART, Bayesian Network [35-36], Genetic Algorithm Systematic Literature [7]
Review
and Hidden Markov Model [36].
Quantitative approach: [8]
equation modeling
Few Studies recommend advanced technology systems Dynamic performance [9]
to identify student's learning styles based on FSLSM. tracker - An Adaptive v v v
Luo [31] use eye-tracking technology combined with Algorithm
Comparative Analysis [10]
 Tools/Algorithm Ref E-learning System Tools/Algorithm Ref E-learning System
LS LO LP LS LO LP
Identifier Recommender Evaluator Identifier Recommender Evaluator
Learner ontology with [12] Artificial Neural [29]
an algorithm to identify Network with Support V
learner preference vector machine (SVM)
based on VARK model; Clustering method:k- [30]
Machine learning- v v means, Agglomerative, v
Classification algorithm Birch, miniBatch
and Random Forest Quasi-experimentation [31]
Algorithm to with the use of eye-
recommend LO tracking technology and v
ADDIE: programming- [13] survey study with the
based problem solving v ILS questionnaire.
Quantitative approach [14] ILS Survey; Prediction [32]
(close-ended question) v Algorithm:
Collaborative Filtering, v v
Qualitative Approach [15] Content-based filtering,
ILS using expert [16] Hybrid Filtering)
evaluation method for Algorithm [33]
identifying learning Classification: Decision
v
style; learning analytic Tree, Gradient Boosted
(LO, LA,LE) using Tree ensemble
v v v Support vector machine [34]
probabilistic suitability
index; Decision Tree (SVM), naïve Bayes
v
Algorithm Evaluation (NB), and K-nearest
Method with Machine neighbors (KNN)
Learning C4.5, CART, NB (naïve [35]
bayes), Bayes Network v
Quantitative, [17]
v
Cronbach’s alpha Graphical User [36]
Survey Questionnaire [18] v Interface with
Multilayer Perceptron
Survey Questionnaire [19]
and Decision Tree;
and software v v v
Fuzzy Logic, Genetic
development
Algorithms, Bayesian
Hierarchy Clustering [20] Networks and Hidden
Algorithm: Similarity v Markov Models.
Coefficient
Quantitative, [37]
Apriori Algorithm [21] v qualitative, applied, and v
K-means modifying [22] experimental research
v Quantitative method: t- [38]
Naïve Bayes v
ILS Survey; Content [23] test
design Personalization Hybrid Feature (Image [39]
v
with ADDIE modeling Processing)
v v  v Descriptive statistics, [40]
using personalization
Algorithm with Delphi Kendall coefficient of
v
teens concordance, and the
A cross-sectional [24] K–S test
survey, Cronbach's v Classification [41]
v
alpha algorithm:
Descriptive analyses [25] Decision tree
v
such as frequency
Reliability measure: [42]
Tabulation, cross- [26]
Cronbach’s alpha, one- v
tabulation, multiple
tailed t-test
response analysis to
Descriptive statistics, [43]
identify learning style
pair-samples Students'
based on initial course v v v
t-test, and Pearson
progress and
correlation test
recommend learning
Reliability [44]
object with Adaptive
measurement: v
user interface (AUI);
Cronbach's Alpha
Clustering – Fuzzy C- [27]
v Chi-Square Naïve [45]
Means  v
Bayes Algorithm
Convolutional Neural [28]
Reliability and [46]
Networks(CNN) and
Probability v
Deep learning
Measurement
algorithms such as
Long Short-Term v Multiple linear [47]
v
Memory(LSTM) to regression analysis
identify learning style, Analytic hierarchy [48]
Random forest to process (AHP) and v
classify learner's level Fuzzy AHP
personalized based [49] v v
 Tools/Algorithm Ref E-learning System environment, students will achieve learning goals more
LS LO LP effectively and efficiently [54]. In this study, we found
Identifier Recommender Evaluator three recommendation learning object models that can
learning using Deep
Learning Neural
be delivered to students based on their learning style.
Network, SVM, and Table 5 show learning object recommended in previous
Bayes Classifier studies:
Design-Based Research [50] v
K-Means Algorithm [51] v Table 5. Learning Object Recommended in Intelligence E-learning
Moodle-
Prediction System [52] Bernard & Bishouty Kolekar
based activity
Johnson [19] et al. [26] & Pai [26]
Learning Object [16]
Total 27 13 22
Commentaries/ ACT,REF,
lesson SEN, SEQ SEN, SEQ VER
From 52 reviewed studies, we found 19 recommended Content object ACT,REF,
technology that can be applied to identify learning (PDF,PPT,VIDEO REF, SEN, REF,SEN,SE SEN,REF, VIS,VER,
styles based on Felder and Silverman Learning Style ) VIS, SEQ Q VER,SEQ SEN,GLO
REF,SEN,SE
Model. Refection quizzes Q REF, INT INT, GLO
Self-assessment ACT,INT,
tests REF ACT, SEN SEQ
4.4. Recommendation Technique for Learning Discussion forum ACT, ACT,
activities ACT VER SEN, GLO
Object Recommender System in
Additional reading
Intelligence E-learning materials
REF,INT,
VER,SEQ REF, VER
A recommender system is the main component in Animations
ACT,
SEN, VIS ACT
personalized and intelligent e-learning. Table 4 shows
ACT,SEN,
that 13 studies from 52 reviews studies focus on Exercises ACT, SEN SEQ,GLO
learning object recommender system development. REF, SEN,
Examples GLO ACT, SEN
Those studies develop a system to recommend suitable Real-life
learning objects based on students' learning profiles applications SEN, GLO SEN
such as learning style, personality, level, knowledge, REF,INT,
and learning behavior. Some studies use classified Conclusion VER,GLO

students' learning styles based on Felder and Silverman Chat ACT

Learning Style as input data to apply intelligence Multiple choice
test INT
systems and machine learning techniques to find
suitable learning objects. Database ACT

Glossary INT, GLO

Student feedback
Some studies use Ontology-Based recommender (email) ACT REF, SEQ
system to build intelligent e-learning system [3][12], REF,INT,
others use Aproriari Algorithm [4], Genetic Algorithm External tool
ACT, SEN,
VER, GLO ACT
VIS,SEQ,
GLO
[6][12], Adaptive Learning Approach [9], Addie Model
Wiki ACT, GLO
with programming based problem solving [13],
Decision Tree and Probability Suitable Index [16], Workshop ACT

personalized software [19], Addie with Personalization Survey REF, GLO

Algorithm [23], Adaptive User Interface [26], Topic List/Mind ACT, INT,
Collaborative Filtering [32], Content-Based Filtering Map VIS, GLO INT, GLO

[32], SVM [1], Deep Learning Neural Network, and

Naive Bayes [49]. From 12 studies that recommend a
technique for learning object recommender system, we
found 15 applicable techniques to deliver suitable
learning object for each learner.
4.5. Learning Object Recommended
Intelligence E-learning
A learning object is a critical component in the learning
process. When it is fit delivered to students with
appropriate learning activities and a learning
Table 5 show that four recommendation learning object
models can be delivered to students in e-learning based
on their learning style. Each study use logarithm
technique to classify learning object based on student's
learning style. We found 21 recommendation learning
objects differ among learners based on their learning
in style.
4.6. Recommendation Technique for Learning
Process Evaluation System in Intelligence
E-learning
The evaluation system is also a key component in
personalized and intelligent e-learning. Table 4 shows
that 22 studies from 52 reviews studies focus on
learning process evaluation system development. Those
studies develop a system to rating students' learning
processes such as learning achievement, understanding,
and grade scores. Some studies assess student’s
learning performance for student's learning styles based
on FSLSM [1][5][6].
Some studies use Artificial Intelligence with SVM [1],
General Support Analysis [5-6], Cohort Support
Analysis [5], Post-test questioner[9], Learning
Component-based evaluation model with MCDA [16]
[49]. Educational Technology Acceptance &
Satisfaction Model [16], five grade rating [23].
quantitative method with statistical tool [37-38][40]
[42-47], Image processing [39], MCDM with
Analytical Hierarchy Process (AHP) with fuzzy AHP
[48], Design-Based [50], K-Means Algorithm [51].
From 22 studies that recommend a learning process
evaluation system, we found 12 applicable techniques
to rating students' performance in the learning process.
4.7. Discussion
Based on the result from review analysis on previous
studies between 2011-2020, this study found a
framework and concept to enhance Felder and
Silverman's Learning Style Model for improving the
performance of e-learning. The result describes the
answer to research questions that will be explained in
the next paragraph below:
RQ1: How can the system provide information on
student learning styles?
The answer is a classification process that classifies
each student in the data set into one predefined set
known as learner group. The classification process
identifies student learning styles based on Felder and
Silverman Learning Style Model. It classifies each
student into two learning styles concerning four
dimensions (processing, perception, input, and
understanding). Each student will classify to
active/reflective learner (processing), sensor/intuition
(perception), visual/verbal learner (input),
sequential/global learner (understanding). This
classification process can provide learning style
information of each student based on FSLSM.
Previous studies majorly recommend the ILS
questioner survey developed by Felder and Soloman
(1991) to classify each student. However, this
technique is consuming much effort and time that make
students feel bored with e-learning because students
should answer 44 questions to identify their learning
style [34]. Therefore, previous studies develop 19
recommendation technique to identify student's
learning style to improve e-learning performance, such
as Hierarchy Clustering Algorithm [20], Apriori
Algorithm [21], K means Algorithm [30], Naive
Bayesian [22][34-35], Fuzzy C-Means [27][36],
Convolutional Neural Networks, Long Short-Term
Memory [28], Artificial Neural Network with Support
Vector Machine [29][34], Agglomerative, Birch,
miniBatch [30], Decision Tree, Gradient Boosted Tree
ensemble [33], K-Nearest Neighbors [34], C4.5,
CART, Bayesian Network [35-36], Genetic Algorithm
and Hidden Markov Model [36].
RQ2: How can the system provide accurate learning
object recommendations to the teacher and
provide simulations that can visualize the
learning object that has been created?
The answer is the learning analytics method with
association rules and prediction process that explore
interesting relations between learning objects with
student learning preference of particular students and
predict suitable learning objects for each student based
on their learning style.
To discover exciting relations between learning objects
with student learning preferences of particular students
and predict suitable learning objects for each student
based on their learning style, previous studies develop a
recommender system. Some studies develop
recommender system to provide real learning object
based on student's learning style, such as Ontology-
Based recommender system to build an intelligent e-
learning system [3][12], others use Aproriari Algorithm
[4], Genetic Algorithm [6][12], Adaptive Learning
Approach [9], Addie Model with programming based
problem solving [13], Decision Tree and Probability
Suitable Index [16], personalized software [19], Addie
with Personalization Algorithm [23], Adaptive User
Interface [26], Collaborative Filtering [32], Content-
Based Filtering [32], SVM [1], Deep Learning Neural
Network, and Naive Bayes [49].
RQ3: How to make a smart e-learning system that
can provide general and specific information
about student ratings of learning done?
The answer is learning performance measurement with
a post-test questioner, rating grade scale, statistical
tools, and intelligent technique that evaluate student
learning achievement after using personalized e-
learning. The learning performance measurement
assesses learning performance based on student's
understanding, knowledge level, satisfaction, usability,
and support level concerning Felder and Silverman
Learning Style Model. A teacher can use this
measurement result to modify their teaching strategy.
To measure the leaning performance of each student,
previous studies recommend 12 applicable technique
such as Artificial Intelligence with SVM [1], General
Support Analysis [5-6] Cohort Support Analysis [5],
Post-test questioner [9], Learning Component-based
evaluation model with MCDA [16][49]. Educational
Technology Acceptance & Satisfaction Model [16],
five grade rating [23]. quantitative method with
statistical tool [37-38][40][42-47], Image processing
[39], MCDM with Analytical Hierarchy Process (AHP)
with fuzzy AHP [48], Design-Based [50], K-Means
Algorithm [51].
4.8. Trends in Filter Silverman Learning Style
Models (FSLSM) Enhancement to Improve
E-Learning Performance.
The result shows that Felder Silverman Learning Style
Model still has a little relationship with term analysis.
This means that not many studies have examined the
analysis of the Felder Silverman learning style model.
In terms of keyword learning analytics, the term
prediction also has little relationship with other terms.
So it can be said that the term prediction on learning
analytics still has little research. In the keyword quality
of e-learning from term e-learning and systems have a
rare relationship.
This study develops a taxonomy that is shown in
appendix 1. Taxonomy is divided into two groups of
terms, namely personalized and intelligent. It is adapted
from Evolution L&D From E-Learning to Digital
Learning In One Generation [52]. Taxonomy shows
that the relationship between Felder and Silverman
Learning Style Model with other terms is relatively
low. This means that not many studies have examined
the Felder Silverman learning style model enhancement
to improve e-learning performance. We propose future
research to enhance identifier system based on Felder
and Silverman Learning Style Model combine with
learning objects recommender system as e-learning
analytics and learning object evaluation system that
teachers have made based on student ratings in each
learning chapter.
5. CONCLUSION
Based on the discussions, the authors obtained some
conclusions from review analysis of previous studies
between 2011-2020, as follows conclusions that the
author can describe:
1. Classification and clustering process using the
recommended system can be applied to provide
information on student learning styles
2. Learning Analytics with association rule and
prediction process using the recommended
technique can be applied to provide accurate
learning object recommendations to the teacher and
provide simulations that can visualize the learning
object that has been created.
3. Learning performance measurement using the
recommended technique can be applied to provide
general and specific information about student
ratings so that teachers can improve e-learning
quality.
ACKNOWLEDGEMENT
The preferred spelling of the word “acknowledgment”
in American English is without an “e” after the “g.”
Use the singular heading even if you have many
acknowledgments. Avoid expressions such as “One of
us (S.B.A.) would like to thank ... .” Instead, write “F.
A. Author thanks ... .” Sponsor and financial support
acknowledgments are placed in the unnumbered
footnote on the first page.
REFERENCES
1. Abdulrahman Abdullah Alghamdi, M. A. Design
and Implementation of a Computer-Aided.
International Journal of Emerging Technologies in
Learning (iJET), 30-44, 2020.
2. Julia, J. Identifying Students Learning Style
Preferences At Iain Ternate. International
Journal of Education, 121-129. 2018.
3. Alhawiti, M. M., & Abdelhamid, Y. A
Personalized e-Learning Framework. Journal of
Education and e-Learning Research, 15-21. 2017.
4. Klasnja-Milicevic, A., Vesin, B., Ivanovic, M., &
Budimac, Z. E-Learning personalization based
on hybrid recommendation strategy and
learning style identification. Elsevier, 885-899.
2011.
5. Mouser M. El Bishouty, A. A. W. Use of Felder
and Silverman learning style model for online.
Education Tech Research Dev. 2018.
6. El-Bishouty, M. M., & Graf, S. Smart e-course
recommender based on learning styles.
Computers in Education Journal. 2014.
7. Jesús Valverde-Berrocoso, M. Trends in
Educational Research about e-Learning: A
Systematic Literature Review (2009–2018).
MDPI, 1-23. 2020.
8. Salloum. Investigating Students' Acceptance of e-
Learning System in Higher Educational
Environments in the UAE: Applying the Extended
Technology Acceptance Model (TAM). (2018).
9. Patchava. RamyaSree, T. B. Personalized E-
Learning System Based on User’s Performance
and Knowledge: An Adaptive Technique.
International Journal of Recent Technology and
Engineering (IJRTE), 8965-8699. 2019.
10. Sujit Kumar Basak, M. W. E-learning, M-
learning, and D-learning: Conceptual definition
and comparative analysis. SAGE Journals, 191-
216. 2018.
11. Harish Anantharaman, A. M. Modelling and
Adaptive e-Learning system using Felder and
Silverman Learning Style Model. Conference on
e-Learning, e-Management, and e-Services (IC3e),
29-34. 2018.
12. John Martin A, M. D. Adaptation using Machine
Learning for Personalized eLearning
Environment based on Students Preference.
International Journal of Innovative Technology
and Exploring Engineering (IJITEE), 4064-4069.
2019.
13. Basuhail, A. e-Learning objects designing an
approach for programming-based problem-
solving. International Journal of Technology in
Education (IJTE), 2(1), 32-41. 2019.
14. Fahmeeda Gulnaz, M. U. Learning Styles:
Preferred Learning Choices and Behaviors of.
Journal of Education and Educational
Development, 60-74. 2018.
15. Yasemin Gülbahar, A. A. Learning Preferences
and Learning Styles of Online Adult Learners.
Education in a technological world:
communicating current and emerging research and
technological efforts, 270-278. 2011.
16. Ibrahim, A. (2018). Nigerian Citrullus Lanatus Fruit and Seed Juice Reduces Cardiovascular Diseases
Modifiable Risk Biomarkers in Normal Experimental Rats. Journal of Hypertension and Management, 1-8
17. Anju Kamal, S. R. Individual learning preferences based on personality traits. Education and Information
Technologies. 2018.
18. Wafa Labiba, I. P. Learning style preferences of Styles Model. International Journal of Advanced
architecture and interior design students in Trends in Computer Science and Engineering,
Saudi Arabia: A survey. Elsevier, 961-967.18. 8554-8561. 2020.
2019. 20. Irene Pasinaa. G. Clustering students into groups
19. Sangat, M. B. Development of E-learning System according to their learning style. Elsevier, 2189-
Using Felder and Silverman’s Index of Learning 2197. 2019.
21. Kousuke Mouri, Z. R. Analyzing Learning
Patterns Based on Log Data from Digital
Textbooks. International Journal of Distance
Education Technologies, 1-14. 2019.
22. Nurul Hidayat, R. W. Enhanced Performance of
the Automatic Learning tyle Detection Model
using a Combination of Modified K-Means
Algorithm and Naive Bayesian. International
Journal of Advanced Computer Science and
Applications, 638-648. 2020.
23. Jeremiah Hasudungan Sihombing, K. A.
Personalized E-Learning Content Based On
Felder- Silverman Learning Style Model.
International Conference of Information and
Communication Technology (ICoICT). 2020.
24. Anuar, Nurhilyana & Abdullah, Nurashikin & Hod,
Sharifah. Pre-University Students’ Learning
Styles and Attitude towards Mathematics
Achievements. Advances in Science, Technology
and Engineering Systems Journal. 2020.
25. Revathi Sagadavan, S. J. Gap Refinement of
Teaching and Learning Practice in Digital Era
Via Informal Guidance. International Journal of
Engineering and Advanced Technology (IJEAT),
468-472. 2019.
26. Sucheta V. Kolekar, R. M. Rule-based adaptive
user interface for adaptive E-learning System.
Education and Information Technologies. 2018.
27. Ibtissam Azzi, A. J. A robust classification to
predict learning styles in adaptive E-learning
systems. Education and Information Technologies.
2019.
28. Harish Anantharaman, A. M. Modelling and
Adaptive e-Learning system using LSTM and
Random Forest classification. Conference on e-
Learning, e-Management, and e-Services (IC3e),
29-34. 2018.
29. Wu, C.-H. A Concept Framework of Using
Education Game With Artificial Neural
Network Techniques to Identify Learning
Styles. International Conference on Machine
Learning and Cybernetics (ICMLC). 2019.
30. Ali El Mezouary. An evaluation of learner
clustering based on learning styles in MOOC
course. International Conference of Computer
Science and Renewable Energies (ICCSRE). 2019.
31. Zhanna Luo, Y. W. Eye-tracking technology in
identifying visualizers and verbalizers: data on
eye-movement differences and detection
accuracy. Elsevier. 2019.
32. Shaimaa M. Nafea, F. S. On Recommendation of
Learning Objects Using. IEEE, 163034- 163048. .
2019.
33. Yunia Ikawati, M. U. Student Behavior Analysis
to Detect Learning Styles. International
Electronics Symposium (IES), 501-506. 2020.
34. Troussas, Christos; Krouska, Akrivi;
Sgouropoulou, Cleo; Voyiatzis, Ioannis. Ensemble
Learning Using Fuzzy Weights to Improve
Learning Style Identification for Adapted
Instructional Routines. Entropy 22, 7: 735. 2020.
35. Jena, Rabindra. Predicting students’ learning
style using learning analytics: a case study of
business management students from India.
Behaviour & Information Technology. 37. 1-15.
2018.
36. Bajaj R, Sharma V. Smart Education with the
artificial intelligence-based determination of
learning styles. Procedia Computer Science. 132,
834-842. 2018.
37. Saima Munawar, S. K. Move to Smart Learning
Environment: Exploratory Research of
Challenges in Computer Laboratory and Design
Intelligent Virtual Laboratory for eLearning
Technology. EURASIA Journal of Mathematics,
Science and Technology Education, 1645-1662.
2018.
38. Agung Ramadhanu et al. Learning Satisfaction
Analysis of Online Learning Readiness with
Learning Culture and Character Strength as
Antecedent Variables. Journal of Physics:
Conference Series, Volume 1339, International
Conference Computer Science and Engineering.
2019.
39. Jalal, A., Mahmood, M. Students’ behavior
mining in e-learning environment using
cognitive processes with information
technologies. Educ Inf Technol 24, 2797–2821.
2019.
40. Wen‐Jye Shyr, F.‐C. Y.‐W.‐M.‐S.‐C. Development
of assessment indicators for measuring the
student learning effects of artificial intelligence‐
based robot design. Computer Applications in
Engineering Education. 2019.
41. M. Constapel, D. Doberstein, H. U. Hoppe, and H.
Hellbrück. IKARion: Enhancing a Learning
Platform with Intelligent Feedback to Improve
Team Collaboration and Interaction in Small
Groups. International Conference on Information
Technology Based Higher Education and Training
(ITHET). pp. 1-10. 2019.
42. S. A. Salloum, A. Qasim Mohammad Alhamad, M.
Al-Emran, A. Abdel Monem, and K. Shaalan.
Exploring Students’ Acceptance of E-Learning
Through the Development of a Comprehensive
Technology Acceptance Model. IEEE Access, vol.
7, pp. 128445-128462. 2019.
43. Baranova, Tatiana & Khalyapina, Liudmila & the Information Systems Directorate at Universitas 17
Kobicheva, Aleksandra & Tokareva, E.. Agustus 1945 Surabaya, Indonesia.
Evaluation of Students’ Engagement in
Integrated Learning Model in A Blended Mohd Zainuri Bin Saringat is an
Environment. Education Sciences. 2019. expert in Software Engineering.
44. Abuhassna, Hassan & Al-Rahmi, Waleed. currently I am a lecturer at the Fakulti
Examining Students' Satisfaction and Learning of Computer Science and Patient
Autonomy through Web-Based Courses. Technology at Universiti Tun Hussein
International Journal of Advanced Trends in Onn Malaysia.
Computer Science and Engineering. 9, 356-370.
2020.
45. Ahmed Tlili, Mouna Denden, Fathi Essalmi,
Mohamed Jemni, Maiga Chang, Kinshuk & Nian-
Shing Chen Automatic modeling learner's
personality learning analytics approach in an
intelligent Moodle learning platform, Interactive
Learning Environments. 2019.
46. Elumalai, K. V., Sankar, J. P., R, K., John, J. A.,
Menon, N., Alqahtani, M. S. N., & Abumelha. M.
A. Factors affecting the quality of e-learning
during the COVID-19 pandemic from higher
education students' perspective. Journal of
Information Technology Education Research, 19,
731-753. 2020.
47. Abdulhadi Soufan. Estimating the cognitive value
of YouTube's educational videos: A learning
analytics approach. Computers in Human
Behavior. Volume 92, Pages 450-458. 2019.
48. Naveed QN, Qureshi MRN, Tairan N, Mohammad
A, Shaikh A, Alsayed AO, Evaluating critical
success factors in implementing E-learning
system using multi-criteria decision making.
PLoS ONE 15(5): e0231465. 2020.
49. Andi Besse et al., Personalized Learning Model,
based on Deep Learning Algorithm for Student
Behaviour Analytic. Procedia Computer Science.
Volume 163, Pages 125-133, ISSN 1877-0509,
2019.
50. Cerro Martínez, J.P., Guitar Catasús, M. & Romeu
Fontanillas, T. Impact of using learning analytics
in asynchronous online discussions in higher
education. Int J Educ Technol High Educ 17, 39
2020.
51. Sandra Treesa Tom, T. B. Analytics in e-
Learning. International Journal of Engineering
Research and Technology, 319-331. 2018.
52. https://www2.deloitte.com/content/dam/Deloitte/
at/Documents/about-deloitte/predictions- for-2017-
final.pdf

Supangat is an Information
Technology Governance Expert. He is
currently a lecturer in Informatics
Engineering as well as the Director of