Technology-enhanced personalized learning environments based on prior knowledge in continuing education: An experimental study

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F26%3AVEHHWSHI" target="_blank" >RIV/00216208:11320/26:VEHHWSHI - isvavai.cz</a>

Result on the web

<a href="https://slejournal.springeropen.com/articles/10.1186/s40561-025-00407-z" target="_blank" >https://slejournal.springeropen.com/articles/10.1186/s40561-025-00407-z</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s40561-025-00407-z" target="_blank" >10.1186/s40561-025-00407-z</a>

Result language

angličtina

Original language name

Technology-enhanced personalized learning environments based on prior knowledge in continuing education: An experimental study

Original language description

Technology-enhanced personalized learning environments based on prior knowledge (TEPLEs-PK) aim at supporting learning processes by tailoring learning activities to individual learners' prior knowledge. This study investigated the effects of TEPLEs-PK that allow learners to skip learning content based on their prior knowledge on learning outcomes in continuing education (CE). Participants (N = 194) were asked to complete a self-paced learning path within a 14-day learning period and were randomly assigned to one of three experimental conditions: (1) a personalized condition in which participants' prior knowledge was assessed using self-report questions (PSRQ condition), (2) a personalized condition in which participants' prior knowledge was assessed using knowledge questions (PKQ condition), or (3) a control condition in which no personalization occurred. While the experimental condition did not affect learning path completion and learner satisfaction, our findings indicate that TEPLEs-PK may positively affect knowledge increase in CE. Goal orientations and task value significantly moderated the effects of TEPLEs-PK on knowledge increase and learner satisfaction. Exploratory analyses revealed that participants' interactions with TEPLEs-PK might differ depending on whether prior knowledge was assessed using self-report or knowledge questions. Our study provides a sound basis for implementing TEPLEs-PK in CE. Future research should investigate the effects of TEPLEs-PK on different types of CE and various learning paths, as well as identify additional motivational dispositions that may moderate the impact of TEPLEs-PK on learning outcomes in CE.

Czech name

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Czech description

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Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

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OECD FORD branch

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Project

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Continuities

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Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

SMART LEARNING ENVIRONMENTS

ISSN

2196-7091

e-ISSN

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Volume of the periodical

12

Issue of the periodical within the volume

1

Country of publishing house

US - UNITED STATES

Number of pages

31

Pages from-to

1-31

UT code for WoS article

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EID of the result in the Scopus database

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