Name
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. |
Year | DOI | Venue |
|---|---|---|
2016 | 10.1080/10494820.2013.825809 | INTERACTIVE LEARNING ENVIRONMENTS |
Keywords | Field | DocType |
personalized learning, prior knowledge, cognitive styles, gender differences, web-based Learning | Experiential learning,Educational technology,Active learning,Knowledge management,Psychology,Individualized instruction,Teaching method,Personalized learning,Multimedia,Cognitive style,Student learning | Journal |
Volume | Issue | ISSN |
24 | 1 | 1049-4820 |
Citations | PageRank | References |
7 | 0.55 | 38 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Sherry Y. Chen | 1 | 1082 | 77.56 |
| Pei-Ren Huang | 2 | 7 | 0.55 |
| Yu-Cheng Shih | 3 | 8 | 1.70 |
| Li-Ping Chang | 4 | 7 | 1.56 |