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The effect study between the SCORM sequencing rules and the learning styles

Learning style can be regarded as the product of a student's learning. It is important to explore how students conduct individualized learning with their unique learning style in the ever-changing e-learning environment The main purpose of this paper is to investigate the learning effect under different adaptive instructional strategies based on the sequencing rule of SCORM 1.3. The study designs the web-based multimedia content, adopts three kinds of sequencing rules (no sequencing, linear, choice) to construct adaptive learning strategies for students with different learning styles (assimilator, diverger, converger, and accommodator), and conducts an instruction experiment by means of the quasi-experiment methodology. Based on the quantitative data analysis, the findings of the study are summarized as follows: (1). The learning effect is a significant difference in different learning style. The assimilator and diverger who like to reflect and observe in their learning process perform better than the converger and accommodator who have the tendency of active learning and like the experiment activity. (2). The learning effect is a significant difference under different sequencing rule. The learners in the choice sequencing rule perform better than those in the other two sequencing rules. (3). The divergers who learning in the environment of choice sequencing rule get the highest scores in the post-test and perform better than the convergers who learning in the environment of no sequencing rule.