Abstract

In the past decade, a number of personalized learning systems have been developed and they mainly focus on learners' prior knowledge. On the other hand, previous research suggested that gender differences and cognitive styles have great effects on student learning. To this end, this study examines how human factors, especially gender differences and cognitive styles, affect learners' reactions to a personalized and non-personalized learning systems based on learners' prior knowledge. Forty-four university students participated in this study. The results show that females and Serialists show positive reactions to the personalized learning system, while males and Holists demonstrate similar reactions to the personalized learning system and the non-personalized learning system. The implications of these results for the design of personalized learning systems are discussed.

Citation

Chen, S.Y., Huang, P.R., Shih, Y.C. & Chang, L.P. (2016). Investigation of Multiple Human Factors in Personalized Learning. Interactive Learning Environments, 24(1), 119-141. Retrieved February 18, 2020 from https://www.learntechlib.org/p/194316/.

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Keywords

• Cognitive Style
• College Students
• educational technology
• Foreign Countries
• gender differences
• Individualized Instruction
• Navigation (Information Systems)
• PRIOR LEARNING
• Questionnaires
• Student Characteristics
• Student Reaction
• teaching methods
• Technology Uses in Education
• Web Based Instruction