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Journal articles on the topic 'Personalised learning approach'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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1

Apoki, Ufuoma Chima, and Gloria Cerasela Crisan. "A Modular and Semantic Approach to Personalised Adaptive Learning: WASPEC 2.0." Applied Sciences 12, no. 15 (2022): 7690. http://dx.doi.org/10.3390/app12157690.

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The ubiquity of smart devices and intelligent technologies embedded in e-learning settings fuels the drive to tackle the grand challenge of personalised adaptive learning. Personalised adaptive learning, which combines the core concepts of personalised learning and adaptive learning, attempts to take individual needs and features into account for personal development through adaptive adjustment. Personalised adaptive learning is supported at its heart by efficient real-time monitoring of the learning process and robust managerial capabilities, which are driven by data, as well as human intuiti
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Maseleno, Andino, Noraisikin Sabani, Miftachul Huda, Roslee Ahmad, Kamarul Azmi Jasmi, and Bushrah Basiron. "Demystifying Learning Analytics in Personalised Learning." International Journal of Engineering & Technology 7, no. 3 (2018): 1124. http://dx.doi.org/10.14419/ijet.v7i3.9789.

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This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relat
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Sanderson, James, and Nicola Hawdon. "Ensuring a personalised approach." Advances in Mental Health and Intellectual Disabilities 13, no. 1 (2019): 15–24. http://dx.doi.org/10.1108/amhid-03-2018-0010.

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Purpose The purpose of this paper is to outline how personal health budgets and a universal, integrated model of support, can positively transform the way in which individuals with a learning disability experience their health and support needs. Design/methodology/approach The review recognises that Integrated Personal Commissioning, as a policy approach, provides the framework to offer personalised care, and enables people to live an independent, happy, healthy and meaningful life. Findings Evidence suggests that a personalised and integrated approach to both health and social care not only o
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Fitzgerald, Rachel, Eliza Rossiter, and T. J. Thompson. "A Personalized Approach to Learning Across Time and Space." European Conference on e-Learning 21, no. 1 (2022): 105–10. http://dx.doi.org/10.34190/ecel.21.1.901.

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In a higher education environment massively disrupted by the pandemic, the importance of exploring the efficacy of purposeful, flexible, online learning is essential. Research shows that blended approaches to learning can be active, flexible, and student-centred. However, this research suggests that without human intervention or a bespoke context, there can also be very poor engagement. As such, this study presents the successes and challenges of introducing a personalised mobile-learning resource in a supported, personalized environment. The resource was designed and developed in 2019 and int
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Sabani, Noraisikin, Glenn Hardaker, Aishah Sabki, and Sallimah Salleh. "Understandings of Islamic pedagogy for personalised learning." International Journal of Information and Learning Technology 33, no. 2 (2016): 78–90. http://dx.doi.org/10.1108/ijilt-01-2016-0003.

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Purpose – The purpose of this paper is to explore what is believed to be a deep connection between Islamic pedagogy as a way to cultivate personal learning experiences. The paper discusses the relationship between the characterising features of Islamic pedagogy and personalised learning that remains central to Islamic institutional developments. The paper concludes by highlighting the importance of the embodiment of knowledge in Islamic pedagogy for personalised learning. Design/methodology/approach – The endeavours to define the characterising features that represents the relationship between
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Luo, Xinyang. "Learning Analytics Based on Big Data: Student Behavior Prediction and Personalized Educational Strategy Formulation." Applied and Computational Engineering 100, no. 1 (2024): 7–13. http://dx.doi.org/10.54254/2755-2721/100/20251732.

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Abstract: Learning analytics have become a game-changer in education by using big data to analyse student behaviours, predict student outcomes and provide personalised interventions. This paper outlines the main components in learning analytics including data collection, predictive modelling and personalised educational strategies. It demonstrates how predictive models can be used to identify at-risk students and why real-time feedback can keep students engaged and motivated. Two case studies and examples of the data are used to illustrate how institutions can shift from reactive to proactive
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Luo, Xinyang. "Learning Analytics Based on Big Data: Student Behavior Prediction and Personalized Educational Strategy Formulation." Applied and Computational Engineering 116, no. 1 (2024): 7–13. https://doi.org/10.54254/2755-2721/116/20251732.

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Learning analytics have become a game-changer in education by using big data to analyse student behaviours, predict student outcomes and provide personalised interventions. This paper outlines the main components in learning analytics including data collection, predictive modelling and personalised educational strategies. It demonstrates how predictive models can be used to identify at-risk students and why real-time feedback can keep students engaged and motivated. Two case studies and examples of the data are used to illustrate how institutions can shift from reactive to proactive mode using
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Van Es, Marijke. "Learning podium for experience ‘An Integrated Personalised Care Approach." International Journal of Integrated Care 21, S1 (2021): 237. http://dx.doi.org/10.5334/ijic.icic20417.

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Eap, Ty Mey, Dragan Gasevic, N. A. Kinshuk, and Fuhua (Oscar) Lin. "Personalised mobile learning content delivery: a learner centric approach." International Journal of Mobile Learning and Organisation 3, no. 1 (2009): 84. http://dx.doi.org/10.1504/ijmlo.2009.023054.

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Alsobhi, Aisha Yaquob, Nawaz Khan, and Harjinder Rahanu. "Personalised Learning Materials Based on Dyslexia Types: Ontological Approach." Procedia Computer Science 60 (2015): 113–21. http://dx.doi.org/10.1016/j.procs.2015.08.110.

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Bouzenada, Smain Nasr Eddine, Olivier Boissier, and Nacer Eddine Zarour. "An agent-based approach for personalised and adaptive learning." International Journal of Technology Enhanced Learning 10, no. 3 (2018): 184. http://dx.doi.org/10.1504/ijtel.2018.092701.

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Bouzenada, Smain Nasr Eddine, Nacer Eddine Zarour, and Olivier Boissier. "An agent-based approach for personalised and adaptive learning." International Journal of Technology Enhanced Learning 10, no. 3 (2018): 184. http://dx.doi.org/10.1504/ijtel.2018.10010193.

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Zeer, E. F., and O. V. Krezhevskikh. "Conceptual and theoretical foundations of personalised learning." Education and science journal 24, no. 4 (2022): 11–39. http://dx.doi.org/10.17853/1994-5639-2022-4-11-39.

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Introduction. The urgency of the problem related to personalised learning in future teacher training is associated with the creation of an optimal range of choices in the conditions of intensive development of the informal and non-formal educational environment in the global (interstate) educational space. At the same time, the slogan “teach everyone and everything” is disappearing into the past; instead, the importance of unique specialists, who are able to implement their own pedagogical startups and introduce them into educational practice, is increasing.Aim. The aim of the article is to de
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Supriya Jadhav et al. "Personalised Skin Care Recommendation Using Machine Learning." Proceeding International Conference on Science and Engineering 11, no. 1 (2023): 297–302. http://dx.doi.org/10.52783/cienceng.v11i1.127.

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Acne is a common skin condition that can cause both physical and emotional distress for many individuals. Acne can be prevented and treated with skincare products, but choosing the right ones can be challenging. The use of inappropriate skincare products can even worsen the condition. To address this problem, we propose using machine learning to analyse various features of an individual’s skin quality and acne status and then recommend the most appropriate facial skincare products for that person. This approach takes into account the specific needs of each individual’s skin type and can help p
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Ambele, Raiton Malema, Lena Trojer, Shubi Felix Kaijage, and Mussa Ally Dida. "Towards Personalised Learning in Higher Learning Institutions in Tanzania." International Journal of Advances in Scientific Research and Engineering 10, no. 12 (2024): 37–49. https://doi.org/10.31695/ijasre.2024.12.4.

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This study examines the challenges and students’perceptions of adopting and implementing e-learning in Tanzanian universities to facilitate the shift towards personalised learning. Although technology and online courses provide chances to customise training for unique student requirements, challenges impede the successful incorporation of e-learning in Tanzanian higher education, particularly regarding user training and technical support. The absence of crucial amenities for online education, such as computer laboratories and dependable internet connectivity, exacerbates the challenges in exec
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Vyavahare, Sarthak. "Personalised Outfit Recommendation System Using Deep Learning." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (2024): 4500–4506. http://dx.doi.org/10.22214/ijraset.2024.60349.

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Abstract: Fashion engineering presents a significant challenge in efficiently coordinating outfits to suit personal preferences. In this study, we introduce a Fashion Coordination Assistant featuring a hybrid recommendation system. Our approach combines content-based and collaborative filtering techniques, utilizing Singular Value Decomposition (SVD) and Non-negative Matrix Factorization (NMF) algorithms. By thoroughly analyzing clothing characteristics and user behavior, we address the technical complexities of fashion coordination. Leveraging the latent features identified by SVD and the non
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Chen, Yue, Ling Ma, Pireh Pirzada, and Kok Keong Chai. "Evaluating a Guided Personalised Learning Model in Undergraduate Engineering Education: A Data-Driven Approach to Student-Centred Pedagogy." Education Sciences 15, no. 7 (2025): 925. https://doi.org/10.3390/educsci15070925.

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This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive Learning Progress Assessments (ILPA), and an adaptive learning resource pool. These components were embedded into two undergraduate engineering modules, Network Engineering and Software Engineering, at a UK university. A mixed-method evaluation, centr
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Smyshlyak, K. V. "Personalising EFL Courses for Online Learning." Professional Discourse & Communication 4, no. 1 (2022): 55–67. http://dx.doi.org/10.24833/2687-0126-2022-4-1-55-67.

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Over the recent decades, we have witnessed a considerable shift in an EFL (English as a foreign language) lesson from a teacher-centered to a student-centered one. This change can be attributed to the concept of personalised learning and teaching, which led to the relevancy of the study. The paper aims to describe the main principles of the course development and analyse how a personalised approach is realised in the new General English course from Skyeng online school. The author describes some general principles applied to the course modelling: the type of the syllabus, main andragogical pri
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Muslim, Darakhshan, Nadia Saleem, Arooj Zahra, and Syeda Aneeqa Touseef. "Analyzing the Impact of AI on Student Engagement and Interaction in Virtual Learning Environment." Journal of Asian Development Studies 14, no. 2 (2025): 1343–53. https://doi.org/10.62345/jads.2025.14.2.104.

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This research examines the novel impact of Artificial Intelligence (AI) on personalised learning, interaction, engagement, academic success, and overall satisfaction among students in online and distance education settings. Distinctively, this study focuses on a specific context by analysing data from Pakistani online and distance learning environments, contributing unique insights from an under-explored educational setting. Employing a quantitative research approach, data were gathered through a structured questionnaire administered to 99 students enrolled at various institutions across Pakis
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Yan, Xiaofang. "Effects of Personalized Recommendation System Based on User Learning Behavior in English-Chinese Translation." Journal of Combinatorial Mathematics and Combinatorial Computing 119, no. 1 (2024): 185–94. http://dx.doi.org/10.61091/jcmcc119-19.

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Users may receive personalised information services and decision support from personalised recommendations. In this paper, a hybrid algorithm-based personalised recommendation approach for learning English is proposed. The user model is created by merging user interest tags, and the Person Rank algorithm is then recommended based on user information. Second, the question-and-answer model is created once the question-and-answer data has been labelled, and the Problem Rank algorithm is suggested in accordance with the question-and-answer data. Then, the approach of tag-based recommendation, comp
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Liber, Oleg, Bill Olivier, and Sandy Britain. "The TOOMOL project: supporting a personalised and conversational approach to learning." Computers & Education 34, no. 3-4 (2000): 327–33. http://dx.doi.org/10.1016/s0360-1315(99)00055-x.

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Lim, Lisa-Angelique, Shane Dawson, Dragan Gašević, et al. "Students’ sense-making of personalised feedback based on learning analytics." Australasian Journal of Educational Technology 36, no. 6 (2020): 15–33. http://dx.doi.org/10.14742/ajet.6370.

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Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequ
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Zakaria, Noorfatin, Geoffrey F. C. Lim, Norshamshizar Abdul Jalil, Nik Nur Adnin Nik Anuar, and Azlina Abdul Aziz. "The Implementation of Personalised Learning to Teach English in Malaysian Low-Enrolment Schools." SHS Web of Conferences 182 (2024): 01011. http://dx.doi.org/10.1051/shsconf/202418201011.

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The implementation of personalised learning in teaching English has become one of the effective approaches to cater learners’ needs in education. The educators in Malaysia, as in many countries, are interested in exploring the implementation of personalised learning in their lessons. However, the study on personalised learning to teach English in Malaysian schools is scarce. The prevalence of low academic achievement, especially in rural and low-enrolment schools, has led to teacher reluctance to adopt personalised learning approaches, potentially denying students the vital benefits of tailore
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Costello, Robert. "Supporting Doctoral Students through the Personalisation of a Graduate Virtual Research Environment." International Journal of Adult Vocational Education and Technology 7, no. 4 (2016): 54–71. http://dx.doi.org/10.4018/ijavet.2016100104.

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This paper offers a case study in which a traditional Learning Management System (LMS) was enhanced through learning theories and web-based technologies to support the development of doctoral students. The model being used here, can address and support a personalised learning approach to assist postgraduate students, as part of matching their skills with a repository of rich media and activities. The mixed method research approach adopted here aided into the investigation into the Graduate Virtual Research Environment (GVRE) while analysing factors like usability, accessibility, goal orientati
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Dalsgaard, Christian. "From transmission to dialogue: Personalised and social knowledge media." MedieKultur: Journal of media and communication research 25, no. 46 (2009): 16. http://dx.doi.org/10.7146/mediekultur.v25i46.1333.

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The purpose of the article is to develop an approach to the use of digital media to support learning. Based on socio-cultural theory, the article develops the concept of knowledge media and argues that personalised and social media can support new ways of learning with media. Personalised and social knowledge media take the individual as the starting point and support the activities of individuals rather than transmitting or broadcasting content. The concept of knowledge media is intended to describe individuals' use of media for learning in both formal and informal situations inside and outsi
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Kean, Emily B., and Cayla Robinson. "Personalised video instruction." Journal of Information Literacy 13, no. 2 (2019): 196. http://dx.doi.org/10.11645/13.2.2652.

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The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement re
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Koshanova, Danagul, Alma Zakirova, and Aidana Tynyshkali. "Individual education: Competency-based personalized learning paths." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 28, 2024): 2106–14. http://dx.doi.org/10.54919/physics/56.2024.210sp6.

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Relevance. A competence-focused strategy in education necessitates the proactive involvement of learners in their professional development, aiming to build essential skills for future challenges. This research is highly relevant due to the importance of forming a competence-based approach in education and implementing personalised learning trajectories in the modern education system. Purpose. This study aims to assess the feasibility of forming an individual trajectory of education based on a competence-oriented strategy within the contemporary educational framework. It also aims to evaluate t
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Spronken-Smith, R. "The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes." Journal for New Generation Sciences 21, no. 1 (2023): 1–13. http://dx.doi.org/10.47588/jngs.2023.21.01.a1.

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Given different backgrounds, motivations and intended career pathways of PhD candidates, alongside doubts whether graduates are well-equipped for employment and contribution to society, this opinion piece explores a personalised approach for PhD programmes. Personalised curricula for individual and structured PhD programmes are proposed, based on constructive alignment to cater for personalised learning outcomes. In this approach, candidates take control of their pathway through doctoral study, using personal development plans to identify desired learning outcomes, planning their professional
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MUWAGUNZI, ERIA, MARGARET NAGWOVUMA, and ISRAEL KAFEERO. "Enhancing Personalised Learning through Artificial Intelligence at Bugema University:Experience, Opportunities and Challenges." Uganda Higher Education Review 12, no. 2 (2025): 1–15. https://doi.org/10.58653/nche.v12i2.1.

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This paper examined the trends, opportunities, and challenges of enhancing personalized learning through artificial intelligence (AI) at Bugema University. Guided by research questions focusing on the experiences of students and staff, the opportunities AI presented, and the challenges faced in its adoption, the study utilised the qualitative research approach, employing the phenomenological research design. Thirty participants, including faculty members, students, administrators, and AI experts, were purposively sampled. Data collection involved key informant interviews(KIIs) and focus group
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Kadar, Manuella, and Moise Ioan Achim. "Designing Personalised Blended Learning Courses for Engineering Students." International Journal of Energy and Environment 16 (March 10, 2022): 28–34. http://dx.doi.org/10.46300/91012.2022.16.6.

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Blended Learning is a well balanced fusion of face-to-face learning and online experiences. In this paper we discuss some design aspects concerning the optimal proportion between the two means of education applied to Engineering students. Our approach is taking into account the creative potential of engineering students and their type of thinking that have been previously investigated through the Brain Lateralization Information System (BLIS) [1]. In this paper we aim at identifying ways in which creative thinking and problem solving techniques can be implemented as personalized Blended Educat
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ABU BAKAR, MOHAMAD AZHARI. "DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?" Asia Proceedings of Social Sciences 5, no. 1 (2019): 102–5. http://dx.doi.org/10.31580/apss.v5i1.1105.

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Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory
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Staikopoulos, Athanasios, Ian O'Keeffe, Rachael Rafter, et al. "AMASE: A framework for supporting personalised activity-based learning on the web." Computer Science and Information Systems 11, no. 1 (2014): 343–67. http://dx.doi.org/10.2298/csis121227012s.

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Personalised web information systems have in recent years been evolving to provide richer and more tailored experiences for users than ever before. In order to provide even more interactive experiences as well as to address new opportunities, the next generation of Personalised web information systems needs to be capable of dynamically personalising not just web media but web services as well. In particular, eLearning provides an example of an application domain where learning activities and personalisation are of significant importance in order to provide learners with more engaging and effec
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Omariba, Alice. "Enhancing Student Outcomes through AI-Driven Personalized Learning: A Study on Implementation and Effectiveness at the Universities in Kenya." East African Journal of Education Studies 8, no. 2 (2025): 512–29. https://doi.org/10.37284/eajes.8.2.3048.

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The integration of Artificial Intelligence (AI) in higher education has revolutionised personalised learning, offering tailored instructional experiences that enhance student engagement, academic performance, and retention. However, despite AI's transformative potential, its implementation in Kenyan universities remains limited due to infrastructural constraints, faculty preparedness, and institutional policies. This study examines the implementation and effectiveness of AI-driven personalised learning in universities in Kenya. Using a mixed-method approach, the study evaluates the extent of A
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Baskara, Risang. "PERSONALISED LEARNING WITH AI: IMPLICATIONS FOR IGNATIAN PEDAGOGY." International Journal of Educational Best Practices 7, no. 1 (2023): 1. http://dx.doi.org/10.31258/ijebp.v7n1.p1-16.

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Artificial intelligence (AI) has the potential to transform education by enabling personalized learning experiences, fostering collaboration and communication, and cultivating critical thinking and problem-solving skills. However, ethical issues such as privacy, bias, and the impact of technology on values and beliefs must be considered. This paper explores the implications of integrating AI into education from the perspective of Ignatian pedagogy, a Jesuit-inspired educational approach rooted in certain principles and values. Drawing on a comprehensive review of existing literature on AI in e
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Kotsiubivska, Kateryna, Olena Tymoshenko, Svitlana Khrushch, and Iryna Melnyk. "Use of Artificial Intelligence Tools in the Development of Personalised Learning Plans." Digital Platform: Information Technologies in Sociocultural Sphere 8, no. 1 (2025): 52–60. https://doi.org/10.31866/2617-796x.8.1.2025.335531.

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Personalisation of learning is one of the key trends in the development of modern education and supports the concept of creating individual educational trajectories. Artificial intelligence technology for this purpose, as well as ready-made tools and educational platforms with AI assistants, contributes to the development of adaptive learning and is based on data analysis of student performance. The article analyses the historical background of personalised learning, starting with classic models such as Fred Keller's Personalised Learning System (PSI) to modern platforms that use AI algorithms
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SONG, Sheng Jia, Kim Hua TAN, Jamsari Alias, and Mashitoh Yaacob. "Mobile Assisted Personalised Language Learning (MAPLL) : Sustaining Rural School Learners’ Distance Learning." Journal of Ecohumanism 3, no. 7 (2024): 4936–45. http://dx.doi.org/10.62754/joe.v3i7.4602.

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This study aims to investigate the application of an adapted model, namely Mobile Assisted Personalised Language Learning (MAPLL) via e-modules, in tackling the hardship of rural schools learners’ online language learning during the emergent outbreak of coronavirus (COVID-19), with the vision of ensuring digital equity among learners.The underlying research main concepts and theories are portrayed. Technology-mediated learning theory, cognitivism, constructivism and connectivism stand out, allowing a consolidate foundation for the understanding of context investigation. To evaluate the effecti
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Smahi, Kaoutar, Ouidad Labouidya, and Khalid El Khadiri. "Enhancing Online Assessment Quality in Higher Education: The Design of Moodle Plug-in for Personalised Exam Revision (PER)." International Journal of Engineering Pedagogy (iJEP) 15, no. 5 (2025): 127–40. https://doi.org/10.3991/ijep.v15i5.55055.

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The diversity of learner profiles in online environments underlines more than ever the importance of a personalised approach to effectively addressing assessment and revision needs for exams to ensure better adaptation to individual needs, enhance the learning experience and maximise learners’ chances of success. MOODLE (modular object-oriented dynamic learning environment), a leading learning management platform (LMS), supports a number of activities for the assessment of learning. Unfortunately, there is currently no module designed for personalised revision. The personalised exam revision (
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Okoye, Kingsley, Abdel-Rahman H. Tawil, Usman Naeem, Rabih Bashroush, and Elyes Lamine. "A Semantic Rule-based Approach Supported by Process Mining for Personalised Adaptive Learning." Procedia Computer Science 37 (2014): 203–10. http://dx.doi.org/10.1016/j.procs.2014.08.031.

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Bernasconi, Eleonora, Domenico Redavid, and Stefano Ferilli. "Enhancing Personalised Learning with a Context-Aware Intelligent Question-Answering System and Automated Frequently Asked Question Generation." Electronics 14, no. 7 (2025): 1481. https://doi.org/10.3390/electronics14071481.

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The increasing integration of Artificial Intelligence (AI) in education has led to the development of innovative tools like Intelligent Question-Answering Systems (IQASs), aiming to revolutionize traditional learning paradigms. However, many existing IQAS struggle with the nuances of natural language and the complexities of student questions. This research focuses on developing a context-aware IQAS that leverages advanced Natural Language Processing (NLP) techniques and contextual information, including student learning history and educational content, to provide personalised support. This stu
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Nedombeloni, Halatedzi, Reolyn Heymann, and Japie Greeff. "Bayesian Knowledge Tracing Implemented in a Telecommunications Serious Game." International Journal of Serious Games 11, no. 2 (2024): 107–31. http://dx.doi.org/10.17083/ijsg.v11i2.738.

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The University of Johannesburg has integrated serious games into its teaching, exemplified by Codebreakers, a 2D game teaching information theory. While successful, Codebreakers lacked personalisation and used a criticised assessment method based on answer streaks. Knowledge tracing algorithms, known for their effectiveness in intelligent tutoring systems, were considered to address these limitations. This led to the research question: "Can a new serious game be designed, incorporating knowledge tracing algorithms to deliver personalised learning experiences in telecommunications education?" I
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Jiang, Xinyi. "Decision tree based prediction system for word difficulty classification." Applied and Computational Engineering 54, no. 1 (2024): 184–92. http://dx.doi.org/10.54254/2755-2721/54/20241498.

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In the era of information technology in education, personalised learning is becoming increasingly important, especially in the English learning process. An important aspect of facilitating personalised learning in English reading is the use of a reliable objective word difficulty classification system to quickly capture and understand reading difficulties and core concepts. The aim of this study was to use decision tree modelling to predict the general proficiency of the public in words with different attributes. In addition, a K-Means clustering algorithm was used to categorise words into fiv
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Valledor, Adrián, Alvaro Olmedo, Carlos J. Hellín, Abdelhamid Tayebi, Salvador Otón-Tortosa, and Josefa Gómez. "The Eclectic Approach in English Language Teaching Applications: A Qualitative Synthesis of the Literature." Sustainability 15, no. 15 (2023): 11978. http://dx.doi.org/10.3390/su151511978.

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This paper proposes a study of the methodologies used to teach English as a second language through computer applications. It reviews the different methodologies used in language teaching in order to contrast them with different fundamental approaches. It examines the applications used for teaching English online, especially those in line with personalised learning environments and learner-centred autonomy. The use of a mixed methodology is reported, allowing the selection of papers from both a traditional systematic review and the search engine elicit.org. Finally, it is concluded that Blende
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Thing Ng, Wen, Chee Siong Teh, and Chwen Jen Chen. "Design and Development of Topic-based Students’ Knowledge Modelling System using Fuzzy Set Theory and Visual Analytics." International Journal of Engineering & Technology 7, no. 4.31 (2018): 87–94. http://dx.doi.org/10.14419/ijet.v7i4.31.23347.

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To the field of education, advances in technologies raise opportunities and challenges in delivering personalised learning to heterogeneous group of learners while monitoring and analysing their learning progress and learning outcomes. This paper addresses the challenges of gaining a big picture about learners’ knowledge that is essential for providing personalised learning. Next, a system that models students’ knowledge is proposed in which topic-based approach, fuzzy set theory, and visual analytics were applied to design and develop the proposed system. The proposed system was designed
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Baskara, FX Risang. "Chatbots and Flipped Learning: Enhancing Student Engagement and Learning Outcomes through Personalised Support and Collaboration." IJORER : International Journal of Recent Educational Research 4, no. 2 (2023): 223–38. http://dx.doi.org/10.46245/ijorer.v4i2.331.

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Objective: This paper explored the relationship between chatbots and flipped learning in an educational setting. It also identifies the benefits and drawbacks of using chatbots in a flipped learning context and the ethical and privacy concerns related to their use. Method: The study utilized a theoretical analysis approach, which included a comprehensive review of relevant literature from Scopus and World of Science databases. The data collected from the literature review was analyzed using a qualitative approach. Results: The study found that chatbots can potentially enhance student engagemen
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Owen, Hazel. "Personalised, Contextualised Professional Learning Development: Putting it into Practice." Journal of Open, Flexible and Distance Learning 15, no. 1 (2011): 61–74. http://dx.doi.org/10.61468/jofdl.v15i1.13.

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Research, such as that collated as part of the New Zealand Ministry of Education‘s (MoE) Iterative Best Evidence Synthesis (BES), indicates that regular Professional Learning and Development (PLD) for educators can have a positive effect on the quality of teaching and, in turn, on outcomes for diverse students. PLD, though, needs to offer flexibility of choice, time and approach, and to value personal theories and experiences. Learning should be accessible (both physically and design-wise), cumulative and relevant, and couched within an active community of practice (CoP).A pilot to develop a V
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Yakovleva, Olga V., and Svetlana S. Kulikova. "Educational behaviour and student agency in personalised digital learning." Perspectives of Science and Education 58, no. 4 (2022): 160–72. http://dx.doi.org/10.32744/pse.2022.4.10.

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Introduction. Digital educational practices with the opportunities for personalisation cause attention to the issues of students' educational behaviour peculiarities in the new conditions. In the modern situation of uncertainty, the changes in students’ position toward increasing agency, independence, and reflexion are relevant. It is advisable to analyse the promising vectors for changing the strategies of educational behaviour in terms of interaction, cooperation and orientation of students' agency. Materials and methods. The methodological basis of the study was a psychodidactic approach to
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Todhunter, Barrie James. "An examination of the views of key stakeholders on the development of learning spaces at a regional university." Journal of Facilities Management 13, no. 2 (2015): 204–22. http://dx.doi.org/10.1108/jfm-06-2014-0016.

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Purpose – The purpose of this paper is to examine the degree of alignment between the views of key stakeholders on the development of learning spaces in a new teaching and learning building at a satellite campus of a regional university. Design/methodology/approach – Semi-structured interviews were undertaken with six stakeholders including senior executives, technical staff, academic staff and students. The interviews were transcribed and the data analysed to identify common and differing themes on the part of the respective interviewees in relation to learning spaces in general, and in relat
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Heydari, Mohammad Saeid, Mahyar Kolivand, Montadar Al-Azzawi, and Hoshang Kolivand. "Intelligent augmented reality application for personalised rhinoplasty using machine learning." Intelligence & Robotics 5, no. 2 (2025): 355–77. https://doi.org/10.20517/ir.2025.18.

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Rhinoplasty, a common yet complex cosmetic surgery, often results in patient dissatisfaction due to the reliance on subjective surgeon evaluations. This study introduces an intelligent augmented reality (AR) application for personalised nose surgery, integrating three core innovations: (1) Preoperative 3D Modelling; (2) Machine Learning (ML) Analysis; and (3) AR Visualisation. The system employs advanced computer vision algorithms to extract precise facial measurements from high-resolution 3D scans or photographs. These measurements are analysed using ML techniques to calculate key facial rati
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Ahmed, Magdy Abdelaziz, Abu Darma Sanusi, and Kafinsoli Abubakar Mansir. "Enhancing Online Learning: Designing Adaptive and Personalised E-Learning System Design using VARK and Open-Source Applications." UMYU Scientifica 3, no. 2 (2024): 235–43. http://dx.doi.org/10.56919/usci.2432.025.

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Study’s Excerpt/Novelty This study pioneers the development of an adaptive e-learning platform that tailors educational content to individual learning preferences using VARK (Visual, Auditory, Read/Write, Kinesthetic) questions, optimizing material extraction through ontology-based methods. By integrating user-specific models that consider learning style theories and leveraging open-access resources, the system offers a personalized and efficient learning experience. The innovative approach of providing customized learning materials and incorporating real-time feedback mechanisms significantly
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Apoki, Ufuoma Chima, Aqeel M. Ali Hussein, Humam K. Majeed Al-Chalabi, Costin Badica, and Mihai L. Mocanu. "The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review." Sustainability 14, no. 11 (2022): 6442. http://dx.doi.org/10.3390/su14116442.

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Personalised adaptive learning is becoming increasingly popular as a method of providing each student on an online platform with learning experiences that are tailored to their own requirements and peculiarities. This enables learners to go along many learning routes with the shared objective of information and skill development. In such systems, adaptivity and intelligence play distinct roles, with adaptivity being a more data-driven decision-making approach and intelligence being the emulation of human traits in a learning setting. Pedagogical agents, as defined in the field of artificial in
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