Abstract

Adaptive learning and personalization have long been of great interest to learning designers and educators, and recent technological advances that have opened up a range of new possibilities for adaptivity. However, we lack clear definitions of the terms adaptivity and personalization, and the theoretical and empirical soundness of implementations of corresponding systems varies greatly. We therefore first provide definitions for key concepts related to adaptivity. We then discuss what variable systems should adapt for, how these variables can be measured, and what modifications to the learner experience can be made based on these variables. We propose a taxonomy of adaptivity that distinguishes adaptivity based on cognitive, emotional, motivational, and social/cultural variables, and that defines types of adaptivity at a macro-level and a micro-level.

摘要

长期以来，自适应学习和个性化一直是学习设计者和教育者的极大兴趣，而最近的技术进步为适应性开辟了一系列新的可能性。但是，我们对适应性和个性化这两个术语缺乏明确的定义，相应系统的实现在理论和经验上也各不相同。因此，我们首先提供与适应性相关的关键概念的定义。然后，我们讨论了什么变量系统应该适应，如何测量这些变量以及可以基于这些变量对学习者经历进行哪些修改。我们提出了一种适应性分类法，可以根据认知，情感，动机和社会/文化变量来区分适应性，