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Kucirkova, Natalia
(2021).
URL: https://www.earli.org/EARLI2021
Abstract
Personalized learning is seen as a key force in impacting educational practice. National governments and proponents expect many benefits from adequate use of digital personalized technology, including a positive impact on (non-)cognitive learning outcomes and efficiency. However, literature on digital personalized learning is sometimes enigmatic and ambiguous.
This symposium brings together three recent studies reflecting on the (1) conceptualization, (2) operationalization and (3) impact of digital personalized learning. Building on theoretical frameworks, the papers outline different types of personalized learning and mechanisms to address the personal characteristics of learners. Paper one presents a conceptual framework based on a systematic review of empirical studies on adaptive tools. Paper two provides a novel approach using multimodal data and machine learning techniques to operationalize and offer a better measurement of regulation and develop adaptive and personalized support for regulation interventions. Paper three contains an empirical study to validate the beneficial impact of adaptive learning technology by analyzing log data from an educational game. The symposium concludes with a discussion and reflection on the contribution for the field and the salience of digital personalized education in the current context of a pandemic-stricken world that demands online learning solutions. The discussant identifies the key educational potential of personalized tools (with a link to her own research on adaptive books) and proposes a few desiderata for the research on personalized learning tools.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
