期刊
INTERACTIVE LEARNING ENVIRONMENTS
卷 24, 期 1, 页码 119-141出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10494820.2013.825809
关键词
personalized learning; prior knowledge; cognitive styles; gender differences; web-based Learning
资金
- National Science Council of the Republic of China, Taiwan [NSC-102-2420-H-008 -004, NSC 101-2511-S-008 -010 -MY3, NSC 102-2511-S-008 -002 -MY2]
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.
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