Review Article
Klarisa I. Vorobyeva, Svetlana Belous, Natalia V. Savchenko, Lyudmila M. Smirnova, Svetlana A. Nikitina, Sergei P. Zhdanov
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep574
ABSTRACT
In this analysis, we review artificial intelligence (AI)-supported personalized learning (PL) systems, with an emphasis on pedagogical approaches and implementation challenges. We searched the Web of Science and Scopus databases. After the preliminary review, we examined 30 publications in detail. ChatGPT and machine learning technologies are among the most often utilized tools; studies show that general education and language learning account for the majority of AI applications in the field of education. Supported by particular learning approaches stressing student characteristics and expectations, the results show that automated feedback systems and adaptive content distribution define AI’s educational responsibilities mostly. The study notes major difficulties in three areas: technical constraints and data privacy concerns; educational and pragmatic barriers. Although curriculum integration and teacher preparation are considered major concerns, pedagogical challenges come first above technology integration. The results also underline the need for thorough professional development activities for teachers and AI tools for especially targeted instruction. The study shows that the efficient application of AI-enabled PL requires a comprehensive strategy addressing technological, pedagogical, and ethical issues all at once. These results help to describe the current state of AI in education and provide ideas for future developments as well as techniques for its use.
Keywords: artificial intelligence, personalized learning, adaptive learning, intelligent tutoring systems, ethics in AI education
Research Article
Tobias Alexander Bang Tretow-Fish, Md Saifuddin Khalid
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep496
ABSTRACT
Existing methods for software requirements elicitation, five-point Likert scales and voting methods for requirements prioritization, and usability and user experience evaluation methods do not enable prioritizing the learning analytics dashboard requirements. Inspired by management and product design field, this research applies Kano’s two-factor theory to prioritize the features of learning analytics dashboards (LADs) of adaptive learning platform (ALP) called RhapsodeTM learner, based on students’ perceived usefulness to support designers’ decision-making. Comparing usability and user experience methods for evaluating LAD features, this paper contributes with the protocol and a case applying Kano method for evaluating the perceived importance of the dashboards in ALP. The paper applies Kano’s two-factor questionnaire on the 13 LADs features of RhapsodeTM learner. Responses from 17 students are collected using a questionnaire, which is used to showcase the strength of the two-factor theory through five tabular and graphical techniques. Through these five tabular and graphical techniques, we demonstrate the application and usefulness of the method as designers and management are often carried away by the possibilities of insights instead of actual usefulness. The results revealed a variation in the categorization of LADs depending on the technique employed. As the complexity of the techniques increases, additional factors that indicate data uncertainty are gradually incorporated, clearly highlighting the growing requirement for data. In the case of RhapsodeTM learner platform, results based on the students responses show that 11 of 13 LADs being excluded due to low significance level in categorization (technique 1) and low response rate.
Keywords: adaptive learning platforms, Kano’s two-factor theory, learning analytics dashboard, design methods
Review Article
Bjarke Lindsø Andersen, Rasmus Leth Jørnø, Anne-Mette Nortvig
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep333
ABSTRACT
Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account.
Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education?
Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six.
Conclusion: We conclude that duration, engagement, placement of interaction in time and agency are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.
Keywords: computer-assisted instruction, nursing education, programmed instruction, self-directed learning, adaptive learning
Research Article
Kevin Smith
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 111-130
ABSTRACT
Adaptive learning programs are frequently used in the K-8 mathematics classroom. These programs provide instruction to students at the appropriate level of difficulty by presenting content, providing feedback, and allowing students to master skills before progressing. The purpose of the study was to seek to interpret how preservice teachers’ experiences influence their perceptions and plans to integrate adaptive learning programs in their future K-8 mathematics classroom. This was a qualitative study with 17 participants who were enrolled in an undergraduate teacher education program. Data was collected and analyzed from archived journals the participants completed as a part of their K-8 Math Methods course, a survey, and semi-structured interviews. The findings from this study indicate that the participating preservice teachers perceive adaptive learning programs to be beneficial for students, and they recognize they have many decisions to make regarding what adaptive learning programs are used and how they are integrated into the classroom. The study also found that the instruction the preservice teachers received in their K-8 Math Methods course played a critical role in making them aware of the features available and myriad of options available in adaptive learning programs.
Keywords: Preservice teacher education, Mathematics education, Adaptive learning systems, Perceptions for technology
Research Article
Nuri Kara, Nese Sevim
CONT ED TECHNOLOGY, Volume 4, Issue 2, pp. 108-120
ABSTRACT
Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its effects on learning environment. First, after explaining the concepts of teaching machines and adaptive learning systems including their main features as well as integral components, similarities and differences between these technologies are discussed briefly. Then, following the discussion on weaknesses and strengths of adaptive learning systems, what instructional designers should consider in developing and using them are mentioned.
Keywords: Adaptive learning, Adaptive learning systems, Teaching machines, Instructional design, Instructional technology