Document Type



Doctor of Business Administration


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First Advisor's Name

Walfried M. Lassar

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

George M. Marakas

Second Advisor's Committee Title

Committee member

Third Advisor's Name

Wendy Guess

Third Advisor's Committee Title

Committee member

Fourth Advisor's Name

Arun Upadhyay


VAK Learning Style Model, Adaptive System, Learning Styles, Adaptive Lessons

Date of Defense



The process of education involves at its core level the support of Learning, which leads to the acquiring of skills, knowledge, values, and habits. Technology has allowed educators and learners to move to a digital platform. These electronic learning platforms, previously classified as distance learning, have their advantages but also their pitfalls. The adaptive modification of learning systems can provide the student's needs by educators even when the student is outside of the classroom. Community colleges are faced with a dilemma of funding and mission. To survey they to need act as agents to find their own solution. This research study provides an approach to identifying the learning style based on a Learning Style Scale (LSS) developed by Abdollahimohammad and Jaafar (2014). A sample group of 163 college students was selected for the study. This quantitative study was broken into multiple evaluation areas. First, the data from the validated instrument was used to cluster students into learning groups. Second, the experiment used learning style clusters to determine the Engagement effects of a lesson presented to those clusters in a sequenced order of their matched learning styles and unmatched style. The impact of this adaptive delivery provides a user interface and experience based on either Auditory or Visual styles in a feedback method. The feedback adaptation was validated using statistical analysis, and an assessment gauged fluctuations in baseline learning as an improvement and other matched treatment lessons as a higher improvement. Statistical analysis provided justification that a lesson/learner match did provide improved learning outcomes and refuted some criticisms connected to Learning Styles. Learning outcomes increased by 10 to 15 points by the comparison of pretest and posttest scores after the experimental treatment was matched. Unmatched learner/lectures actually decreased scores revealing a significant effect on Learning Outcomes.





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