ABSTRACT

The use of e-learning personalization allows learners to control their learning by choosing which content to process and how to process it. In order to explain the processes that occur when students use e-learning personalization, this study looks at how it interacts with two other variables: sequencing and fading, a scaffolding technique where element interactivity is increased while instructional support is decreased as learners gain knowledge of the topic; and germane load, which is reflective of a reduction of negative aspects of cognitive load, resulting in higher levels of information transfer. Using survey analysis of university students in South Korea (n = 2268), results showed that sequencing and fading partially mediated the relationship between e-learning personalization and germane load, suggesting that student self-scaffolding is partially responsible for the relationship. This study differs from existing research, as it shifts sequencing and fading from an instructor-only perspective to a learner-focused activity. Based on these findings, system-provided e-learning personalization should be used to encourage learners to self-scaffold content according to individual learning needs.

摘要

电子学习个性化的使用允许学习者通过选择要处理的内容以及如何处理来控制他们的学习。为了解释学生使用电子学习个性化时发生的过程，本研究着眼于它如何与其他两个变量相互作用：排序和褪色，这是一种脚手架技术，随着学习者获得知识，元素交互性增加，而教学支持减少。话题; 和密切相关的负荷，这反映了认知负荷负面方面的减少，从而导致更高水平的信息传递。利用对韩国大学生的调查分析（n = 2268），结果表明排序和衰落部分介导了电子学习个性化和相关负荷之间的关系，这表明学生的自我脚手架是造成这种关系的部分原因。这项研究与现有研究不同，因为它将排序和淡入淡出从仅限教师的角度转变为以学习者为中心的活动。基于这些发现，应使用系统提供的个性化电子学习来鼓励学习者根据个人学习需求自行搭建内容。