Exploring the Role of Personalization in Adaptive Learning Environments
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Aug 1, 2023
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Adaptive Learning Environments, Personalization, User Experience (UX), Educational Outcomes, Technology in Education
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Abstract
: In recent years, the integration of technology in education has sparked interest in enhancing learning experiences. Adaptive learning environments, which customize educational content and strategies to individual learners, offer a promising approach. Personalization within adaptive learning environments is crucial for addressing learner diversity and maximizing engagement and learning outcomes. This research project aims to explore the role of personalization in adaptive learning environments and its impact on the user experience and educational outcomes. By investigating the effectiveness of personalized interfaces and adaptive strategies, we seek to understand how these technologies can create more engaging and effective learning environments. The project objectives are threefold. Firstly, we aim to design and implement adaptive learning interfaces with personalized elements to customize the learning experience for each user. Secondly, we will evaluate the impact of personalization on user experience dimensions, including engagement, satisfaction, and motivation. Lastly, we will assess the effect of personalization on learning outcomes, such as knowledge acquisition and retention. This research contributes to the field of educational technology and user experience (UX) design. By examining the role of personalization in adaptive learning environments, we aim to inform the development of more effective and learner-centered educational tools and strategies.
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Graf, A. (2023). Exploring the Role of Personalization in Adaptive Learning Environments. International Journal Software Engineering and Computer Science (IJSECS), 3(2), 50–56. https://doi.org/10.35870/ijsecs.v3i2.1200
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References
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Yamjal, P. and Ahmed, A., 2022. Strategies for retention and completion in vocational education: Faculty perspectives. Journal of Management and Business Education, 5(4), pp.247-265. DOI: https://doi.org/10.35564/jmbe.2022.0015.
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Al-Sa'di, A., 2018. User interface guidelines for Tablet PC Arabic educational applications (Doctoral dissertation, Auckland University of Technology).
Gupta, A. and Katarya, R., 2020. Social media based surveillance systems for healthcare using machine learning: a systematic review. Journal of biomedical informatics, 108, p.103500. DOI: https://doi.org/10.1016/j.jbi.2020.103500.
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Alkhaldi, A.N. and Al-Sa’di, A., 2018. Gender differences in user satisfaction of mobile touch screen interfaces: University students’ service sites. International Journal of Innovation and Technology Management, 15(06), p.1950003. DOI: https://doi.org/10.1142/S0219877019500032.
Al-Sa'di, A. and Parry, D., 2017. Successful User-Centred Design for Tablet PC: A Conceptual Framework. Human IT: Journal for Information Technology Studies as a Human Science, 13(3), pp.89-114.
Alkhaldi, A.N. and Al-Sa’di, A., 2016. Guidelines integrating cultural theories with technology acceptance theories: A review. NZJ Comput. Hum. Interact, 1, p.12.
Al-Sa'di, A., Parry, D. and Carter, P., 2014, April. Usability considerations for educational tablet applications using an Arabic interface. In 2014 5th International Conference on Information and Communication Systems (ICICS) (pp. 1-6). IEEE. DOI: https://doi.org/10.1109/IACS.2014.6841969..
Oktari, R.S., Munadi, K., Idroes, R. and Sofyan, H., 2020. Knowledge management practices in disaster management: Systematic review. International Journal of Disaster Risk Reduction, 51, p.101881. DOI: https://doi.org/10.1016/j.ijdrr.2020.101881.
Gordón, J., Caicedo, A., Salcedo, D., Ron, G., Quintero, G., Cajas, N. and Narváez, S., 2020. Psycho-pedagogical recovery tool based on the user-centered design. In Technology, Sustainability and Educational Innovation (TSIE) (pp. 36-44). Springer International Publishing.
Halim, E., Buana, M.K., Hartono, H. and Hebrard, M., 2022, August. Analysis of AI-enabled Service Quality and Personalization to Continuous Usage Intention. In 2022 International Conference on Information Management and Technology (ICIMTech) (pp. 699-704). IEEE. DOI: https://doi.org/10.1109/ICIMTech55957.2022.9915042..
Mirković, B., Zečević, I. and Marinković, N., 2020. The Big Five Personality Traits as Determinants of Teachers’ Achievement Motivation. Nastava i vaspitanje, 69(2), pp.171-182.
Rivero, L.M., Torrúbia, R., Molina, A.I. and Torres, C., 2020. Relationship between frustration intolerance and personality dimensions. International journal of psychology and psychological therapy, 20(3), pp.343-351.
Hadlington, L. and Scase, M.O., 2018. End-user frustrations and failures in digital technology: exploring the role of Fear of Missing Out, Internet addiction and personality. Heliyon, 4(11).
Ahmad, E., Al-Sa’di, A. and Beggs, K., 2020, December. A formative assessment framework using game-quiz educational approach. In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 868-872). IEEE. DOI: https://doi.org/10.1109/TALE48869.2020.9368479..
Ahmed, A.L. and Ahmad, E., 2023. The Future of New Zealand Tertiary Education: Generation Alpha.
Chandran, S., Al-Sa’di, A. and Ahmad, E., 2020, October. Exploring user centered design in healthcare: a literature review. In 2020 4th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT) (pp. 1-8). IEEE. DOI: 10.1109/ISMSIT50672.2020.9255313.
Al-Sa'di, A., Parry, D. and Carter, P.D., 2018. User interface preferences of young Jordanians using tablet devices. International Journal of Technology Enhanced Learning, 10(3), pp.202-217. DOI: https://doi.org/10.1504/IJTEL.2018.092703.
Babbie, E.R., 2020. The practice of social research. Cengage learning.
Bishop, M. and Durksen, T.L., 2020. What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature. Educational Research, 62(2), pp.181-198. DOI: https://doi.org/10.1080/00131881.2020.1755334.
Blumenstein, M., Liu, D.Y., Richards, D., Leichtweis, S. and Stephens, J.M., 2018. Data-informed nudges for student engagement and success. Learning analytics in the classroom: Translating learning analytics research for teachers: Abingdon, UK: Routledge.
Cusack, S., 2018. Critical educational gerontology and the imperative to empower. In Teaching and learning in later life (pp. 61-75). Routledge.
Enns, C.Z., 1993. Integrating separate and connected knowing: The experiential learning model. Teaching of Psychology, 20(1), pp.7-13. DOI: https://doi.org/10.1207/s15328023top2001_2.
Kirkwood, A. and Price, L., 2014. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), pp.6-36. DOI: https://doi.org/10.1080/17439884.2013.770404.
MacDowell, P., 2023. Teachers designing immersive learning experiences for environmental and sustainability education. In Immersive education: Designing for learning (pp. 171-186). Cham: Springer International Publishing.
Yamjal, P. and Ahmed, A., 2022. Strategies for retention and completion in vocational education: Faculty perspectives. Journal of Management and Business Education, 5(4), pp.247-265. DOI: https://doi.org/10.35564/jmbe.2022.0015.
Al-Sa’di, A. and Al-Samarraie, H., 2022. A Delphi Evaluation of User Interface Design Guidelines: The Case of Arabic. Advances in Human-Computer Interaction, 2022, pp.1-8.
A. Al-Sadi, T. Moses, and S. Altawabeyeh., 2022. iAWHINA: Towards Designing an Offline Disaster Mobile Application, Proceedings of the ISCRAM Asia Pacific Conference 2022.
Al-Sa’di, A. and McPhee, C.C.A., 2021, August. User-Centred Design in Educational Applications: A systematic literature review. In 2021 International Conference Engineering Technologies and Computer Science (EnT) (pp. 105-111). IEEE. DOI: https://doi.org/10.1109/EnT52731.2021.00025..
Alsswey, A. and Al-Samarraie, H., 2020. Elderly users’ acceptance of mHealth user interface (UI) design-based culture: the moderator role of age. Journal on multimodal user interfaces, 14, pp.49-59. DOI: https://doi.org/10.1007/s12193-019-00307-w.
Al-Sa'di, A., 2018. User interface guidelines for Tablet PC Arabic educational applications (Doctoral dissertation, Auckland University of Technology).
Gupta, A. and Katarya, R., 2020. Social media based surveillance systems for healthcare using machine learning: a systematic review. Journal of biomedical informatics, 108, p.103500. DOI: https://doi.org/10.1016/j.jbi.2020.103500.
Micu, A., Geru, M., Capatina, A., Avram, C., Rusu, R. and Panait, A.A., 2019. Leveraging e-Commerce performance through machine learning algorithms. Ann. Dunarea Jos Univ. Galati, 2, pp.162-171.
Ozok, A.A., Benson, D., Chakraborty, J. and Norcio, A.F., 2008. A comparative study between tablet and laptop PCs: User satisfaction and preferences. Intl. Journal of human–computer interaction, 24(3), pp.329-352.
Alkhaldi, A.N. and Al-Sa’di, A., 2018. Gender differences in user satisfaction of mobile touch screen interfaces: University students’ service sites. International Journal of Innovation and Technology Management, 15(06), p.1950003. DOI: https://doi.org/10.1142/S0219877019500032.
Al-Sa'di, A. and Parry, D., 2017. Successful User-Centred Design for Tablet PC: A Conceptual Framework. Human IT: Journal for Information Technology Studies as a Human Science, 13(3), pp.89-114.
Alkhaldi, A.N. and Al-Sa’di, A., 2016. Guidelines integrating cultural theories with technology acceptance theories: A review. NZJ Comput. Hum. Interact, 1, p.12.
Al-Sa'di, A., Parry, D. and Carter, P., 2014, April. Usability considerations for educational tablet applications using an Arabic interface. In 2014 5th International Conference on Information and Communication Systems (ICICS) (pp. 1-6). IEEE. DOI: https://doi.org/10.1109/IACS.2014.6841969..
Oktari, R.S., Munadi, K., Idroes, R. and Sofyan, H., 2020. Knowledge management practices in disaster management: Systematic review. International Journal of Disaster Risk Reduction, 51, p.101881. DOI: https://doi.org/10.1016/j.ijdrr.2020.101881.
Gordón, J., Caicedo, A., Salcedo, D., Ron, G., Quintero, G., Cajas, N. and Narváez, S., 2020. Psycho-pedagogical recovery tool based on the user-centered design. In Technology, Sustainability and Educational Innovation (TSIE) (pp. 36-44). Springer International Publishing.
Halim, E., Buana, M.K., Hartono, H. and Hebrard, M., 2022, August. Analysis of AI-enabled Service Quality and Personalization to Continuous Usage Intention. In 2022 International Conference on Information Management and Technology (ICIMTech) (pp. 699-704). IEEE. DOI: https://doi.org/10.1109/ICIMTech55957.2022.9915042..
Mirković, B., Zečević, I. and Marinković, N., 2020. The Big Five Personality Traits as Determinants of Teachers’ Achievement Motivation. Nastava i vaspitanje, 69(2), pp.171-182.
Rivero, L.M., Torrúbia, R., Molina, A.I. and Torres, C., 2020. Relationship between frustration intolerance and personality dimensions. International journal of psychology and psychological therapy, 20(3), pp.343-351.
Hadlington, L. and Scase, M.O., 2018. End-user frustrations and failures in digital technology: exploring the role of Fear of Missing Out, Internet addiction and personality. Heliyon, 4(11).