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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

—

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

SMART LEARNING ENVIRONMENTS

ISSN

2196-7091

e-ISSN

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Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

31

Strana od-do

1-31

Kód UT WoS článku

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EID výsledku v databázi Scopus

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