RESUMO
Personality is considered as the internal factor that defines a person's behavior. Therefore, providing adaptive features and personalized support in online learning by considering learners' personalities can improve their learning experiences and outcomes. In this context, several research studies have investigated the impact of personality differences in online learning. However, little is known about how personality differences affect learners' behavior while learning. To fill this gap, this study applies a lag sequential analysis (LSA) approach to understand learners' navigational behavior patterns in an online three-months course of 65 learners based on their personalities. In this context, the five factor model (FFM) model was used to identify learners' personalities. The findings revealed that learners with different personalities use different strategies to learn and navigate within the course. For instance, learners high in extraversion tend to be extrinsically motivated. They therefore significantly navigated between viewing the course module and their personal achievements. The findings of this study can contribute to the adaptive learning field by providing insights about which personalization features can help learners with different personalities. The findings can also contribute to the field of automatic modeling of personality by providing information about differences in navigational behavior based on learners' personalities.
RESUMO
Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students' learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers' and students' individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.
RESUMO
The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component-(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.
