Are Learning Theories Being Used to Support the Implementation of Learning Technologies Within Higher Education? A Systematic Review

Isaías, Pedro; Miranda, Paula; Pífano, Sara

doi:10.1007/978-3-031-05657-4_32

Cited by 1 publication

(2 citation statements)

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“…They help to understand the cognitive, emotional, and behavioral processes involved in learning, as well as the factors that influence learning outcomes. A solid understanding of the learning context, and how it could be captured and implemented in TEL and PALE based on concrete pedagogical foundations, requires an understanding of how learning theories, TEL, and PALE are defined, and how they address the context in their philosophies (Isaias et al, 2022). In this section, we explore the most influential learning theories and their implications for education and psychology, as well as the main features and characteristics of TEL and PALE.…”

Section: Background and Related Workmentioning

confidence: 99%

“…In digital and e-learning platforms, pedagogical foundations from learning theories should be considered by recommendation system developers to achieve the pedagogical goals of learning. This means that the definition of context and the indication of its factors should be consistent, and aligned with pedagogical requirements and considerations of the learning context (Isaias et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations – a pedagogical and technical perspective

Abu-Rasheed,

Weber,

Fathi

2023

Front. Educ.

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Learning personalization has proven its effectiveness in enhancing learner performance. Therefore, modern digital learning platforms have been increasingly depending on recommendation systems to offer learners personalized suggestions of learning materials. Learners can utilize those recommendations to acquire certain skills for the labor market or for their formal education. Personalization can be based on several factors, such as personal preference, social connections or learning context. In an educational environment, the learning context plays an important role in generating sound recommendations, which not only fulfill the preferences of the learner, but also correspond to the pedagogical goals of the learning process. This is because a learning context describes the actual situation of the learner at the moment of requesting a learning recommendation. It provides information about the learner’s current state of knowledge, goal orientation, motivation, needs, available time, and other factors that reflect their status and may influence how learning recommendations are perceived and utilized. Context-aware recommender systems have the potential to reflect the logic that a learning expert may follow in recommending materials to students with respect to their status and needs. During the last decade, several approaches have emerged in the literature to define the learning context and the factors that may capture it. Those approaches led to different definitions of contextualized learner-profiles. In this paper, we review the state-of-the-art approaches for defining a user’s learning-context. We provide an overview of the definitions available, as well as the different factors that are considered when defining a context. Moreover, we further investigate the links between those factors and their pedagogical foundations in learning theories. We aim to provide a comprehensive understanding of contextualized learning from both pedagogical and technical points of view. By combining those two viewpoints, we aim to bridge a gap between both domains, in terms of contextualizing learning recommendations.

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Section: Background and Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%