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Journal articles on the topic 'Personalization of Teaching'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Konobeev, A. V., Y. A. Yukhimuk, V. D. Voytsekhovskaya, and M. Shchekich. "Personalization as an approach to education." Professional Discourse & Communication 2, no. 3 (2020): 118–38. http://dx.doi.org/10.24833/2687-0126-2020-2-3-118-138.

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The article is devoted to the notion and role of personalization in teaching English as a tool of day-to-day and professional communication, considering modern methodology which heavily relies on Internet technologies. The authors analyze the development of the ideas, which have served as the basis for personalized education, and come up with a detailed inventory of popular models of personalized education both in Russia and abroad to check their adherence to basic principles of personalization. The methods used in the article comprise synchronic and diachronic forms of comparative analysis. T

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Gómez Martínez, Raúl, María Luisa Medrano García, and Tomás Aznar Sánchez. "Motivation and personalization of teaching with machine learning." Journal of Management and Business Education 6, no. 3 (2023): 330–42. http://dx.doi.org/10.35564/jmbe.2023.0017.

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The motivation of the student causes the teaching experience to be more enjoyable for the student and results in better utilization of the teaching activity. The key is to identify where that motivation lies in order to adapt the content to the student's expectations. The objective of this work is to establish a method to identify the student's motivation regarding the training they are going to receive and be able to personalize the learning experience according to this motivation. To achieve this, we describe an experience in which a machine learning model of decision trees was trained using

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Woo, Mihye, and Kyounghee Ko. "Personalization as a Teaching and Learning Device to Enhance Communication Competence and Personalization in the Elementary English Curriculum and Textbook." Korea Association of Primary English Education 29, no. 1 (2023): 79–109. http://dx.doi.org/10.25231/pee.2023.29.1.79.

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Acknowledging the value of personalization as an effective teaching and learning device to enhance competence in communication, this study aims to examine the 2015 Revised Primary English Curriculum and textbooks to investigate the contents and activities related to personalization. The study examined the curriculum related to speaking and writing for the contents that can be linked to personalization. It also examined three most popular textbook series of grades 3 through 6 to analyze the frequency, language function areas, the periods of a unit, and the types of personalization activities. T

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Shin, Anna, and Hyesook Kim. "Teachers’ cluster in personalized and ICT-based instruction in Korea and the USA." Korean Society for Educational Evaluation 37, no. 3 (2024): 635–61. http://dx.doi.org/10.31158/jeev.2024.37.3.635.

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This study aims to analyze clusters of teachers' personalized and ICT-based instruction in South Korea and the United States and to explore the variables influencing these clusters. The K-means cluster analysis using PISA 2018 data identified four clusters: ‘High Personalization, High ICT Use’ (Korea 10.9%, U.S. 51.0%), ‘Low Personalization, High ICT Use’ (Korea 22.9%, U.S. 27.9%), ‘High Personalization, Low ICT Use’ (Korea 22.8%, U.S. 15.6%), and ‘Low Personalization, Low ICT Use’ (Korea 43.4%, U.S. 5.6%). The multinomial logistic regression analysis revealed that teaching methods encouraging

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Tudor, Ivan, Martina Holenko Dlab, and Nataša Hoić-Božić. "Personalized Learning in Secondary and Higher Education: A Systematic Literature Review of Technology-Enhanced Approaches." International Journal of Educational Methodology 11, no. 3 (2025): 359–75. https://doi.org/10.12973/ijem.11.3.359.

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The personalization of learning and teaching processes represents an advanced approach to education that adapts content, pace, and teaching methods to the individual needs and preferences of students. This approach relies on analyzing diverse student characteristics, such as their knowledge level, progress, learning style, and interests. Achieving these goals is significantly supported by the use of information and communication technology, which facilitates and enhances the implementation of personalization in technology-enhanced learning (TEL). The primary objective of personalization is to

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Aksenova, Alla. "Essential characteristics of personalization of learning: environmental approach." Man and Education, no. 4 (65) (2020): 43. http://dx.doi.org/10.54884/s181570410020462-3.

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The article discusses the essential characteristics of a personified learning environment as a condition and at the same time a result of personification of the educational process; reveals school practices of personification of teaching from the positions of organization of educational communication as a productive dialogue, nonlinearity of the educational process and eventfulness of teaching. The features of personification of education in the context of digitalization of education are analyzed.

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Ciambrone, Raffaele. "Pedagogy and ICT." International Journal of Digital Literacy and Digital Competence 8, no. 2 (2017): 39–55. http://dx.doi.org/10.4018/ijdldc.2017040103.

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While the principles of the personalization of study plans are now affirmed at scientific level and in the school world, new technologies must be used appropriately. Reflections on the personalization of ICT in relation to different learning styles seem scarce, particularly regarding differentiated teaching strategies aimed at supporting students with disabilities or learning difficulties. This article develops a thread of reasoning conducive to exploring the use of ICT in teaching to promote development that is integrated and not alternative to methodologies already experimented by teachers.

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Wang, Lan-zhong. "Personalized Teaching Platform Based on Web Data Mining." International Journal of Emerging Technologies in Learning (iJET) 11, no. 11 (2016): 15. http://dx.doi.org/10.3991/ijet.v11i11.6253.

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The purpose of this study is to develop a distance personalized teaching platform. The web data mining is used for the construction of the system and by analyzing the character of web data mining (WDM) and the essence of personalization teaching and instruction, based on WDM, The system contains knowledge base, individual database, WDM and web server four modules. The web data mining is used for the construction of the system and by analyzing the character of web data mining (WDM) and the essence of personalization teaching and instruction. Simulation results show that model has important enli

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Brenchugina-Romanova, A. N., L. O. Denisova, and L. M. Safina. "Personalization in higher education: Textoriented learning of Russian." Philology and Culture, no. 1 (April 7, 2024): 131–36. http://dx.doi.org/10.26907/2782-4756-2024-75-1-131-136.

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One of the main goals of Russian higher education is to train a professionally competent specialist. In this regard, personalization of education, which concerns various aspects of the formation of students’ personal potential, is becoming increasingly relevant in our universities. This, first of all, refers to the leading modern principles and methods of teaching when the key role belongs to the language training of a modern specialist, i.e. their mastering the language - native and foreign, as well as the development of information and professionally oriented communicative competence.The sci

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Petrenko, Aleksandr D., and Karina A. Melezhik. "Personalization of language environment in teaching domain-oriented communication." Current Issues in Philology and Pedagogical Linguistics 33, no. 1 (2019): 189–95. http://dx.doi.org/10.29025/2079-6021-2019-1-189-195.

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Brožová, Miroslava. "Personalisation in Montessori environments during mathematics lessons." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 14 (December 31, 2022): 139–57. http://dx.doi.org/10.24917/20809751.14.8.

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This study examines personalization from a personal autonomy, responsibility, and flexibility point of view. It is determined that personalization is one of the approaches which is utilized in a Montessori program, its principles, teachers' beliefs, and practices in the teaching of mathematics at a selected elementary school in the Czech Republic. The work explores if and how teachers implement personalization principles and strategies in the Montessori approach. Why some principles of personalized learning are not well incorporated in the Montessori approach is also noted. The reaserch findin

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Nuraliev, Fakhriddin, and Ulugbek Giyosov. "DEVELOP TO TEACHING APPROACH 3D PRIMITIVES WITH VIRTUAL REALITY." TECHNICAL SCIENCES 5, no. 3 (2020): 32–38. http://dx.doi.org/10.26739/2181-9696-2020-5-5.

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Since the last few decades, virtual reality (VR) and augmented reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both. Conservative techniques of content presentation (fixed video, audio, scripts) lack personalization and interaction.

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Webster, Ray, and Fay Sudweeks. "Personalization and learning: innovative approaches to teaching for e-learning." Psicologia Escolar e Educacional 11, spe (2007): 93–101. http://dx.doi.org/10.1590/s1413-85572007000300009.

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This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university

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Mansor, Marzita, Wan Adilah Wan Adnan, Rohaizah Abdul Wahid, and Jamilah Hamid. "Step by Step Implementation of DSRM for Personalization of Reading." International Journal of Humanities, Management and Social Science 4, no. 1 (2021): 23–29. http://dx.doi.org/10.36079/lamintang.ij-humass-0401.212.

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This paper aims to discuss step-by-step activities of the implementation of Design Science Research Methodology (DSRM) in the development of Personalization teaching and learning materials for children. DSRM is adapted in the development of personalized teaching and learning materials due to its potential to provide specific guidelines based on specific outcomes. This paper revealed the potential of DSRM as a reliable and comprehensive methodology that leads the developer on step by step processes to perform the development. Apart from that this study provides details description on the develo

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Stupin, Andrey A., Elena E. Stupina, Roman V. Kamenev, and Alexander B. Klassov. "The use of End-to-End Digital Technologies for Teaching Schoolchildren Programming of Robotic Devices." Siberian Pedagogical Journal, no. 4 (September 15, 2022): 51–63. http://dx.doi.org/10.15293/1813-4718.2204.04.

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The article deals with the issue of mastering end-to-end digital technologies by schoolchildren. The authors analyze all existing approaches in teaching schoolchildren programming of robotic devices. The expediency of applying existing approaches in teaching programming to schoolchildren is substantiated and the most effective of them is revealed. The purpose of the article is to present and justify the most effective approach in teaching schoolchildren programming of robotic devices in the context of personalization of schoolchildren’s educational trajectories. Research methodology and method

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Anoir, Lamya, Kawtar Zargane, Mohamed Erradi, and Mohamed Khaldi. "Personalization of an educational scenario of a learning activity according to the learning styles model David Kolb." Global Journal of Engineering and Technology Advances 5, no. 3 (2020): 099–108. https://doi.org/10.5281/zenodo.4478487.

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The personalization of learning remains a very important subject in research particularly with the progression of technology, it refers to a pedagogical approach that is located in an intermediate space where teaching and learning come together with devices personalized and adapted training courses for the different learner profiles in a social learning context. We offer a general approach to the personalization of teaching scenarios during the different types of teaching activities and taking consideration the learning styles of the learners and based on the Kolb learning style model. Our res

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Cabrera-Amaiquema, Jefferson Eduardo, Irflin Yoiner Quintero-Moreira, Cinthya Marbel Oviedo-Bonilla, and Renata Paola Cervantes-Avilés. "EXPERIENTIAL LEARNING AND THE OPTIMIZATION OF LEARNING IN STUDENTS WITH NEURODEVELOPMENTAL DISORDERS THROUGH EDUCATIONAL PERSONALIZATION." Sapiendus 1, no. 1 (2025): 1–12. https://doi.org/10.70335/sapiendus.1.1.5.

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Introduction: This study examines the impact of experiential learning and educational personalization on students with neurodevelopmental disorders, such as ADHD, ASD, SLI, and dyscalculia, through innovative methodologies focused on educational inclusion. Objective: To evaluate how educational personalization, through strategies such as learning through play and plastic expression games, optimizes the learning process and reduces barriers in the educational environment. Methodology: The research was conducted in educational institutions in Guayaquil, employing a quantitative approach with dat

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Santos, Silvana Maria Aparecida Viana, Joselina Maria da Silva Medeiros, Ana Cristina Damasco Marins Monnerat, et al. "ESTRATÉGIAS CURRICULARES PARA O ENSINO VIRTUAL." ARACÊ 7, no. 6 (2025): 33594–602. https://doi.org/10.56238/arev7n6-265.

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This study investigated the integration of technologies, such as gamification and Artificial Intelligence (AI), in high school English language teaching, aiming to analyze their contributions to personalized learning and identify the challenges and potentialities of this process. The main problem addressed was how the integration of these technologies can contribute to the personalization of learning in English language teaching and what are the challenges and potentialities of this process. The general objective was to understand the impact of these tools on the teaching-learning process. The

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Chernyavskaya, Anna P. "PERSONALIZATION OF TRAINING BASED ON WEB QUEST TECHNOLOGY." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 30–39. http://dx.doi.org/10.20323/1813-145x-2020-6-117-30-39.

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The effectiveness of training is determined by many factors. Among them, more and more attention is paid to the compliance of the content of training with individual characteristics and needs of students. The thesis that a student should be the subject of their own learning finally gets a real embodiment. The article discusses aspects of a personalized approach to teaching related to changes in the teacher's activity. In the context of personalization, the educational process is designed and implemented in such a way that the student acts as a subject of educational activity. The article discu

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Anoir Lamya, Zargane Kawtar, Erradi Mohamed, and Khaldi Mohamed. "Personalization of an educational scenario of a learning activity according to the learning styles model David Kolb." Global Journal of Engineering and Technology Advances 5, no. 3 (2020): 099–108. http://dx.doi.org/10.30574/gjeta.2020.5.3.0114.

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The personalization of learning remains a very important subject in research particularly with the progression of technology, it refers to a pedagogical approach that is located in an intermediate space where teaching and learning come together with devices personalized and adapted training courses for the different learner profiles in a social learning context. We offer a general approach to the personalization of teaching scenarios during the different types of teaching activities and taking consideration the learning styles of the learners and based on the Kolb learning style model. Our res

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Sicilia, Miguel-Angel. "Teaching e-Commerce Personalization Technology: The Need for a Comprehensive View." Journal of Information Technology Education: Research 4 (2005): 085–96. http://dx.doi.org/10.28945/266.

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Mansor, Marzita. "A Step-by Step Process in Designing Personalized Reading Content for Slow Learner Children." International Journal of Humanities, Management and Social Science 2, no. 2 (2019): 95–102. http://dx.doi.org/10.36079/lamintang.ij-humass-0202.38.

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Teaching slow learner children in reading is a challenging process. It requires personalization touch which can deliver suitable reading materials to meet diverse slow learner existing knowledge, needs and preferences. However, despite the various implementation of the personalization in a wide range of areas, the implementation of existing teaching and learning in primary schools in Malaysia does not support personalization. With an intention to cater to slow learner reading difficulties, this research offers a step-by-step process of designing personalization of reading content for slow lear

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Brenchugina-Romanova, A. N., and L. O. Denisova. "Personalized education: Features of training future teachers of the Russian language in a pedagogical university." Philology and Culture, no. 1 (April 7, 2024): 124–30. http://dx.doi.org/10.26907/2782-4756-2024-75-1-124-130.

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The authors of the article explore the issue of personalized learning for students of a pedagogical university in the course of transition of modern education to a qualitatively new level. In the conditions of the departure from the Bologna system, new tasks have been set for higher education, their implementation requires a significant update of the syllabuses of all academic disciplines by attracting modern approaches, methods and teaching aids, developing methodological recommendations for authorial courses in accordance with new requirements. The novelty of the proposed study lies in the f

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Пісоцька, Марина Емілівна. "ІНДИВІДУАЛІЗАЦІЯ НАВЧАННЯ: ПОНЯТІЙНО- КАТЕГОРІАЛЬНИЙ АНАЛІЗ". Педагогіка та психологія, № 50 (5 листопада 2015): 19–29. https://doi.org/10.5281/zenodo.33260.

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<em>The article presents approaches to defining the essence, the relations of concepts in the semantic group of teaching individualization, existing in the educational literature. It is noted that defining the teaching individualization, scientists emphasize different essential features of this concept. It is concluded that the individualization: is a process aimed at the development of individuality; it provides for the accentuation (emphasizing) of a pupil (student) in the teaching process to take into account the individual inherent characteristics; it requires a certain organization of thi

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Sumartono, Winda Ayu Puteri Sumartono, and Wildan Akbar Hashemi Rafsanjani. "Transforming Education: The Impact of Artificial Intelligence on Learning and Pedagogical Practices." Proceeding of International Seminar Enrichment of Career by Knowledge of Language and Literature 12, no. 1 (2025): 75–84. https://doi.org/10.25139/eckll.v12i1.9605.

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The rapid development of Artificial Intelligence (AI) technology has transformed various sectors, including education and learning. In the context of education, AI significantly impacts teaching methods, classroom management, and the personalization of the learning process. AI technologies enable the creation of adaptive learning systems tailored to individual students' needs, improve the efficiency of assessments, and facilitate remote learning management. This paper explores how AI applications can enhance pedagogical effectiveness, support the role of teachers, and expand access to quality

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Thanh, Hoa Thi Phan, Quang Dong Ngoc, Ngoc Le Hong, Diep Thi Ho Ngoc, Trang Thi Nguyen Hanh, and Lien Thi Luong Bich. "Personalization of learning, the current situation and proposed solutions for Vietnamese education." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 06 (2022): 1545–48. https://doi.org/10.5281/zenodo.6782167.

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Learning is a natural human activity that is shaped by personal experiences, cognitive perceptions, personal formations, opinions, cultural background and environment. So learning is a personalized experience that allows a person to expand their knowledge, perspective, skills and understanding. Personalization of learning is an inevitable trend in the context of Industrial Revolution 4.0. To contribute to a better explanation of learning personalization, this study aims to synthesize and analyze the concepts related concepts, current situation and proposed solutions should be conducted during

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Tursunova, Mukhabbat. "THE POWER OF PERSONALIZATION: UNLOCKING SUCCESS WITH AN INDIVIDUAL STRATEGY FOR ENGLISH TEACHERS." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, no. 4 (2023): 272–77. http://dx.doi.org/10.47390/a1342v3i4y2023n36.

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Teaching English can be a challenging task, especially when it comes to addressing the individual learning needs of students. In this article, it is explored that the benefits of personalization in teaching English and provide practical tips and strategies for creating an effective individualized approach in the classroom. By implementing these strategies, teachers can create a supportive and personalized learning environment that helps students achieve their language goals.

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Su, Danning, Chong Wei, Yixuan Li, et al. "Characteristics of Educational Informatization in Graduate Geography Courses and Pathways for Model Transformation." Occupation and Professional Education 1, no. 7 (2024): 57–62. https://doi.org/10.62381/o242708.

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Traditional graduate classroom teaching models have faced significant challenges in the wave of educational informatization. The development of modern information technology has profoundly impacted the teaching of graduate geography courses, driving the reorganization of teaching resources and innovation in teaching models. Under the influence of informatization, graduate geography courses exhibit three main characteristics: integration, personalization, and sharing. In the process of transforming traditional geography classroom teaching into an informatized teaching model, it is essential to

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Anghelo Josué, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Ángel Enrique Mesías-Simisterra, and José Vicencio Bautista-Sánchez. "Educational Platforms: Digital Tools for the teaching-learning process in Education." Ibero-American Journal of Education & Society Research 3, no. 1 (2023): 259–63. http://dx.doi.org/10.56183/iberoeds.v3i1.626.

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Educational platforms are digital tools that have revolutionized the teaching-learning process in education. Through a bibliographic-type methodology, relevant information has been compiled from various authors and experts in the field. These platforms offer access and flexibility, allowing students to learn anytime, anywhere, adapting to their individual needs. They facilitate interaction and collaboration between students and teachers, through discussion forums, online chats and shared spaces. In addition, they focus on personalization and adaptability, offering personalized learning paths a

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Qingming Wang. "Application of Improved Association Rule Algorithm in Teaching Management Systems of Colleges and Universities." Journal of Electrical Systems 20, no. 6s (2024): 1881–92. http://dx.doi.org/10.52783/jes.3104.

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Teaching management systems (TMS) are comprehensive platforms designed to streamline various aspects of educational administration, instruction, and communication within academic institutions. These systems typically offer features such as course scheduling, grade management, attendance tracking, and communication tools for instructors, students, and administrators. TMS also facilitates content delivery, assessment creation, and student progress monitoring, providing a centralized hub for all aspects of teaching and learning. With the integration of modern technologies like cloud computing and

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Yan, Zhang, Hongle Du, Zhang Lin, and Zhao Jianhua. "Personalization exercise recommendation framework based on knowledge concept graph." Computer Science and Information Systems, no. 00 (2023): 24. http://dx.doi.org/10.2298/csis220706024y.

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With the explosive increase of online learning resources, how to provide students with personalized learning resources and achieve the goal of precise teaching has become a research hotspot in the field of computer-assisted teaching. In personalized learning resource recommendation, exercise recommendation is the most commonly used and most representative research direction, which has attracted the attention of a large number of scholars. Aiming at this, a personalized exercise recommendation framework is proposed in this paper. First, it automatically constructs the relationship matrix betwee

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Basu, Saptarshi, Jayson Brown, Cherie Lum, Junsoo Park, and Ashok K. Goel. "Bidirectional Feedback-Based Personalization of Learning using Multi-tier AI: A Real-World Assessment of its Efficacy in Classrooms." Proceedings of the AAAI Symposium Series 5, no. 1 (2025): 50–51. https://doi.org/10.1609/aaaiss.v5i1.35553.

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Jill Watson is an example of an intelligent conversational AI Teaching Assistant that has been deployed across 24 class sections in different institutions, with 1102 unique student participants and over 17000 questions from Fall 2023 to present. Jill Watson’s RAG-based architecture built around OpenAI ChatGPT and user study results addresses some of the concerns related to domain knowledge, deployment, and data collection in online classrooms. In this work, a 3-tiered framework for personalization in online education using AI tools to enable a human-AI personalization loop, grounded in real-wo

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Quang, Dung Le. "From Generalization to Personalization: Designing a Personalized ESP Teaching Model in a Vietnames Private Unversity Context." Social Science and Humanities Journal 9, no. 04 (2025): 7498–510. https://doi.org/10.18535/sshj.v9i04.1784.

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In response to the increasing demand for learner-centered and digitally integrated English instruction, this study investigates the design of personalized English for Specific Purposes (ESP) teaching model at a Vietnamese private university. Employing a convergent mixed-methods approach, the research collected quantitative data from 287 ESP students and qualitative data from eight ESP instructors at Dai Nam University. The study was guided by three research questions addressing learner perceptions, contextual constraints, and predictive factors of support for personalized learning. Findings re

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Imro’atul Husna Afriani, St. Shabibatul Rohmah, and Dian Arief Pradana. "DEVELOPMENT OF PERSONALIZED LEARNING MANAGEMENT SYSTEM WITH ADAPTIVE FEATURES OF MICROTEACHING AND REFLECTIVE PRACTICE COURSES FOR PRESERVICE TEACHERS." Santhet (Jurnal Sejarah Pendidikan Dan Humaniora) 8, no. 2 (2024): 12726–34. https://doi.org/10.36526/santhet.v8i2.4394.

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Personalization in learning management system (LMS) is important as a learning environment to adjust the learning experience to the individual needs of students. This research and development aims to develop and implement an adaptive Learning Management System (LMS) for the Microteaching and Reflective Practice course at FKIP Untag Banyuwangi. This LMS is designed to personalize students' learning experiences according to individual needs, increasing the effectiveness and relevance of teaching. Microteaching gives prospective teachers the opportunity to practice teaching on a small scale, whil

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Moreira, Franciely Pereira, Samara Ahyeska Alves Ferreira, and Danielli Araujo Lima. "Challenges and opportunities for the use of digital information and communication technologies in education during the COVID-19 pandemic: an experience with active methodologies." RENOTE 21, no. 1 (2023): 77–86. https://doi.org/10.22456/1679-1916.134325.

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The use of digital communication and information technologies allows the creation of more dynamic and interactive classes, which favor collaboration between students and the personalization of teaching, facilitating the adoption of hybrid teachingmodels that combine the best of the face-to-face and online worlds. Thus, this experience report discusses how the COVID-19 pandemic has transformed education, increasing the need to use technologies in the classroom and allowing distance learning. It highlights the importance of investments in equipment and data packages to ensure that all students a

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Caro Piñeres, Manuel, Darsana P. Josyula, and Jovani Alberto Jiménez Builes. "Multi-level pedagogical model for the personalization of pedagogical strategies in intelligent tutoring systems." DYNA 82, no. 194 (2015): 185–93. http://dx.doi.org/10.15446/dyna.v82n194.49279.

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Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adaptation of pedagogical strategies is made based on a multilevel pedagogical model. An Intelligent Tutoring Systems called FUNPRO was developed to validate the multilevel pedagogical model. The results of

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Zhang, Yi, Feng Zhang, Xingji Hu, Yutao Qiu, Jianguo Mo, and And Xiahui Xie. "E-learning Teaching Design for Cultivating Electrical Engineering Talents Based on Industry-University-Research." SHS Web of Conferences 179 (2023): 03029. http://dx.doi.org/10.1051/shsconf/202317903029.

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With the advancement of technology and the updating of teaching models, the E-learning teaching model has been increasingly valued. This model has advantages such as convenience, personalization, quantification, and low cost, making it very suitable for the cultivation and education of applied talents. On the basis of analyzing the main problems in the current teaching of applied talents in electrical engineering, this paper summarizes the advantages of the E-learning model in the cultivation of applied talents, and conducts teaching design throughout the entire cycle from teaching objective a

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Santos, Silvana Maria Aparecida Viana, Cláudio Gomes Da Silva, Ianan Eugênia De Carvalho, et al. "The art of personalization of education: Artificial Intelligence on the stages of special education." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (2024): e4971. http://dx.doi.org/10.55905/revconv.17n.2-008.

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This study investigated the use of artificial intelligence (AI) in special education, with the aim of personalizing teaching and promoting the inclusion of students with disabilities and special needs. The central problem addressed was the need to adapt teaching individually, taking into account the unique characteristics of each student. To achieve this objective, a literature review was conducted, analyzing studies, research and experiences related to AI in special education. The methodology included a literature review of reliable academic sources, such as scientific articles and research r

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Wei Dan, Wang Xiaolan, and Ren Hongjuan. "Research on Teaching Reform of Intelligent Transportation System based on Internet Learning." Britain International of Humanities and Social Sciences (BIoHS) Journal 5, no. 3 (2023): 172–78. http://dx.doi.org/10.33258/biohs.v5i3.993.

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Network learning education teaching method is widely used in the new era, is a new method of teacher teaching, new technology, is a new idea of school teaching management, is an important teaching tool for schools to organize online learning. Network learning has the characteristics of high technology value, high integration, high sharing and high personalization. Network teaching has its unique advantages and promotes the new development direction of teaching. At the same time, because of its own shortcomings, network teaching can not fully replace traditional teaching. This paper aims at the

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Matrosova, Nataliia D., and Dmitry G. Shtennikov. "THE PERSONIFICATION OF THE USER’S INTERFACE: CLASSIFICATION VS. CLUSTERIZATION OF USERS OF ONLINE COURSES." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 218. http://dx.doi.org/10.17770/etr2019vol2.4080.

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Researchers compared the classification and the clusterization of users of online course for the personification of the users’ information system interface. When interacting with control and information systems, users may manifest individual features, including implicit characteristics that may affect one’s results within the system. At the same time due to information system building peculiarities one of the most comprehensive statistics can be collected via e-learning systems. When using a course, the user leaves a wide trail of activity that may contain different information depending on th

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Wu, Xinyi, Xinjiu Xie, and Huiling Mo. "Research on Big Data-driven Personalized Teaching Models in Higher Education." Journal of Big Data and Computing 2, no. 4 (2024): 17–23. https://doi.org/10.62517/jbdc.202401404.

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Personalized teaching mode has become an important direction of education reform as an effective way to enhance students' learning effect and interest. This study aims to explore how to support personalized teaching through big data technology to enhance students' independent learning ability and learning interest. Through the analysis and mining of students' learning data, combined with the intelligent learning system, the study demonstrates how to customize learning paths and teaching resources according to students' individual needs. The study shows that personalized teaching based on big d

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Joshi, N. R. "Education Transformation by the Integration of AI, IoT, AR & VR." Shweta Shardul 20, no. 1 (2024): 69–70. https://doi.org/10.5281/zenodo.12590637.

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The emergence of cutting-edge technologies like virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and the Internet of Things (IoT) is completely changing the educational landscape. In addition to improving teaching, these technologies are increasing accessibility, personalization, and engagement in the classroom. Keyword: AI, IoT, AR & VR, Transformation

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Joshi, N. R. "Education Transformation by the Integration of AI, IoT, AR & VR." Shweta Shardul 20, no. 1 (2024): 69–70. https://doi.org/10.5281/zenodo.12590662.

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The emergence of cutting-edge technologies like virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and the Internet of Things (IoT) is completely changing the educational landscape. In addition to improving teaching, these technologies are increasing accessibility, personalization, and engagement in the classroom. Keyword: AI, IoT, AR, VR, Transformation

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Joshi, N. R. "Education Transformation by the Integration of AI, IoT, AR & VR." Shweta Shardul 20, no. 1 (2024): 69–70. https://doi.org/10.5281/zenodo.12590685.

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The emergence of cutting-edge technologies like virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and the Internet of Things (IoT) is completely changing the educational landscape. In addition to improving teaching, these technologies are increasing accessibility, personalization, and engagement in the classroom. Keywords: AI, IoT, AR & VR

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Shihab, Sk Rezwan, Nahida Sultana, Abdul Samad, and Muhammad Hamza. "Educational Technology in Teaching Community: Reviewing the Dimension of Integrating Ed-Tech Tools and Ideas in Classrooms." Eduvest - Journal of Universal Studies 3, no. 6 (2023): 1028–39. http://dx.doi.org/10.59188/eduvest.v3i6.835.

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Particularly in light of the COVID-19 epidemic, technology is a catalyst for changing teaching and learning, not just a tool for providing information. This essay aims to examine the three ways that personalization, relevance, and skill development might affect the teaching profession. This research is a qualitative research and library research. The capacity of educators to adapt learning experiences to the needs, interests, and preferences of each student is referred to as personalization. By giving users access to data, material, and the cloud, technology may enable personalization and allo

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Lee, Wonnim, and Hyunwook Kim. "Exploring the meaning of ‘Personalized Learning’: Centred on the 2015 Revised National Curriculum and the 2022 Revised National Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 999–1018. https://doi.org/10.22251/jlcci.2025.25.3.999.

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Objectives This study explores the meaning of “Personalized Learning” as proposed in the national curriculum. Methods Based on the characteristics of various terms related to Personalized Learning, analytical criteria were established (purpose, target & subject, tailored elements, implementation methods). These criteria were then applied to analyze the meaning of Personalized Learning as described in the 2015 Revised Curriculum and the 2022 Revised Curriculum. Results Personalized Learning proposed in the 2015 Revised Curriculum emphasizes differentiated instruction (DI), focusing on desig

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Joshi, N. R. "Education transformation by the integration of AI, IoT, AR & VR." Shweta Shardul 20, no. 1 (2024): 69–70. https://doi.org/10.5281/zenodo.12590517.

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The emergence of cutting-edge technologies like virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and the Internet of Things (IoT) is completely changing the educational landscape. In addition to improving teaching, these technologies are increasing accessibility, personalization, and engagement in the classroom. <em>Keyword: </em>AI, IoT, AR & VR  

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Ángel-Flores, Herminio Del, Eduardo López-Domínguez, Yesenia Hernández-Velázquez, Saúl Domínguez-Isidro, María Auxilio Medina-Nieto, and Jorge De La Calleja. "Mobile Learning Platform focused on Learning Monitoring and Customization: Usability Evaluation Based on a Laboratory Study." Proceedings of the Institute for System Programming of the RAS 34, no. 3 (2022): 89–110. http://dx.doi.org/10.15514/ispras-2022-34(3)-7.

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The learning customization and monitoring are considered key aspects of the teaching-learning processes. Some works have proposed mobile learning systems that provide teachers and students learning monitoring and personalization services. One of the main requirements of these kinds of systems in terms of software quality is usability; however, few works have addressed the usability issues using laboratory studies with users in real domains. In this work, we present a usability evaluation of the learning monitoring and personalization services of a mobile learning platform based on a laboratory

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Cardeño, Bernadeth, Sarah Ben Sopsop, Luz Orbeta, Kaitlin Marie Opingo, Randy Mangubat, and Veronica Calasang. "Assessing the Different Learning Modalities of a Selected Public Elementary School." World Journal on Education and Humanities Research 4, no. 1 (2024): 146–59. https://doi.org/10.5281/zenodo.11314334.

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This study evaluates the perceived effectiveness of digital learning, module-based learning, and face-to-face teaching methods, assessing their benefits and challenges from the learners' perspective. Through a structured survey encompassing various effectiveness indicators, the study quantifies learners' experiences across these teaching modalities, highlighting digital learning's flexibility and resource accessibility, module-based learning's personalization, and face-to-face teaching's superior interaction and immediate feedback. With an aggregate analysis of effectiveness ratings, face-to-f

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Mirasol, Ken, P. Acosta Noli, and Analou Nicolas. "Flexibility and Personalization of Learning in the Senior High Open High School Program: Basis for Enhanced Alternative Delivery Mode of Teaching and Learning." American Journal of Multidisciplinary Research and Innovation 2, no. 4 (2023): 13–23. http://dx.doi.org/10.54536/ajmri.v2i4.1758.

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The Open High School Program is an alternative approach to providing secondary education available to learners. This program places significant importance on promoting independent learning, self-paced study, and flexibility to cater to individuals who face challenges that prevent them from starting or completing their secondary education. This study examined the flexibility and personalization of learning of senior high school learners enrolled in OHSP. The study utilized a descriptive-correlational design using a validated survey questionnaire with seventy-five senior high OHSP learners. Desc

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