extended-abstract

Technology-mediated personalised learning for younger learners: concepts, design, methods and practice

Authors:

Stefanie Vanbecelaere,

Frederik Cornillie,

Roger Gilabert Guerrero,

Manolis Mavrikis,

Laura BentonAuthors Info & Claims

IDC '20: Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts

Pages 126 - 134

https://doi.org/10.1145/3397617.3398059

Published: 21 July 2020 Publication History

Abstract

Children differ in various aspects such as prior knowledge, learning pace, socio-economic status, interests etc. It has been argued that when we take these differences into account when we develop learning environments, children will benefit from it in terms of learning outcomes, learning experience, and attitudes towards particular subjects. The emergence of digital technologies has accelerated the movement to create personalised learning environments. Although technology-mediated personalised learning is promising, several challenges remain such as how personalised learning should be conceptualized, which methods should be used to establish the effects and how this movement impacts education and especially children and teachers. This workshop aims to bring together researchers and practitioners who have done work in this field to facilitate in-depth discussions, resource exchange and networking on technology-mediated personalised learning.

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Cited By

Anvari SHammer JWehbe R(2024)"More than just a game, it's an app that builds awareness around Mental Health": Mental Health Stigma Reduction Using Games for ChangeProceedings of the ACM on Human-Computer Interaction10.1145/36770908:CHI PLAY(1-30)Online publication date: 15-Oct-2024
https://dl.acm.org/doi/10.1145/3677090
Brod GKucirkova NShepherd JJolles DMolenaar I(2023)Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning DesignEducational Psychology Review10.1007/s10648-023-09749-x35:1Online publication date: 28-Feb-2023
https://doi.org/10.1007/s10648-023-09749-x
Hase AKahnbach LKuhl PLehr D(2022)To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualizationFrontiers in Education10.3389/feduc.2022.9204987Online publication date: 18-Aug-2022
https://doi.org/10.3389/feduc.2022.920498
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Technology-mediated personalised learning for younger learners: concepts, design, methods and practice

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Information

Published In

cover image ACM Conferences

IDC '20: Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts

June 2020

367 pages

ISBN:9781450380201

DOI:10.1145/3397617

General Chairs:
Elisa Rubegni
University of Lancaster, UK
,
Asimina Vasalou
University College London, UK
,
Program Chairs:
Narcís Parés
Universitat Pompeu Fabra, Spain
,
Nitin Sawhney
Aalto University, Finland

Copyright © 2020 Owner/Author.

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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SIGCHI: ACM Special Interest Group on Computer-Human Interaction

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 21 July 2020

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Extended-abstract

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IDC '20

Sponsor:

SIGCHI

IDC '20: Interaction Design and Children

June 21 - 24, 2020

London, United Kingdom

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Overall Acceptance Rate 172 of 578 submissions, 30%

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IDC '25

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sigchi

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June 23 - 26, 2025

Reykjavik , Iceland

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Cited By

Anvari SHammer JWehbe R(2024)"More than just a game, it's an app that builds awareness around Mental Health": Mental Health Stigma Reduction Using Games for ChangeProceedings of the ACM on Human-Computer Interaction10.1145/36770908:CHI PLAY(1-30)Online publication date: 15-Oct-2024
https://dl.acm.org/doi/10.1145/3677090
Brod GKucirkova NShepherd JJolles DMolenaar I(2023)Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning DesignEducational Psychology Review10.1007/s10648-023-09749-x35:1Online publication date: 28-Feb-2023
https://doi.org/10.1007/s10648-023-09749-x
Hase AKahnbach LKuhl PLehr D(2022)To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualizationFrontiers in Education10.3389/feduc.2022.9204987Online publication date: 18-Aug-2022
https://doi.org/10.3389/feduc.2022.920498
Vanbecelaere SBenton L(2021)Technology‐mediated personalised learning for younger learners: Concepts, design, methods and practiceBritish Journal of Educational Technology10.1111/bjet.1315052:5(1793-1797)Online publication date: 24-Jul-2021
https://doi.org/10.1111/bjet.13150
Gilabert RMalicka A(2021)From Needs Analysis to Task Selection, Design, and SequencingThe Cambridge Handbook of Task-Based Language Teaching10.1017/9781108868327.014(226-249)Online publication date: 19-Nov-2021
https://doi.org/10.1017/9781108868327.014
(2021)The Cambridge Handbook of Task-Based Language Teaching10.1017/9781108868327Online publication date: 19-Nov-2021
https://doi.org/10.1017/9781108868327
Schaldenbrand PLobczowski NRichey JGupta SMcLaughlin EAdeniran AKoedinger K(2021)Computer-Supported Human Mentoring for Personalized and Equitable Math LearningArtificial Intelligence in Education10.1007/978-3-030-78270-2_55(308-313)Online publication date: 12-Jun-2021
https://doi.org/10.1007/978-3-030-78270-2_55

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