The Meshing Hypothesis Revised - An Experiment of Preference-Based Personalization in a Language Learning Online Course

Personalizing online courses has been the subject of exploration for decades. Central to this discourse is the contentious concept of learning styles, which has given rise to the meshing hypothesis. In this paper, that concept has been transferred from traditional learning styles to preferences for certain instructional methods. Especially gamified elements, competitions, and group work modes have been imitated to either be incorporated or excluded within an adaptive course besides conventional personalization features. A controlled experiment was conducted to evaluate the effect of the preference-based meshing hypothesis. The results revealed a statistically significant performance difference in the final, most challenging task (with $p=. 039$ in the Welch test) for a specific setting. This study underscores the potential value of focusing on the meshing hypothesis, particularly concerning preferences for instructional methods, as a significant area for future research.

• Publication year

  2025

• Venue

  International Conference on Advanced Learning Technologies

• Publication date

  2025-07-14

• Fields of study

  Linguistics, Computer Science, Education

• Identifiers
  DOI 10.1109/ICALT64023.2025.00011
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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