Personalized learning practices mediated by digital technologies: a systematic review
DOI:
https://doi.org/10.21556/edutec.2024.87.3019Keywords:
digital information and communication technologies, decision-making, personalization of learning, student voice, systematic reviewAbstract
In recent years, with the development of digital technologies, approaches to personalization of learning have received increasing attention. However, there is no universal definition of personalized learning. Different proposals may emphasize on the one hand the role of the teacher, who uses digital technologies to adapt learning activities and content to individual student performance; and on the other hand the role of learners, recognizing their ability to make decisions about their own learning process according to their interests and preferences. We present a systematic review to analyse the state of the art in terms of design and implementation of learning personalization practices from this latter perspective. Our research focuses on articles published between 2017 and 2022 in impact journals. Applying determined inclusion criteria, we evaluated a total of 10 articles. The main results show that most of the proposals combine different learning personalization strategies and that the use of digital technologies to mediate these practices is common in educational centers. We conclude that it is possible to move towards greater personalization of learning to support new ways of teaching and learning to help students become competent learners.
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