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Title: Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?
Authors: Qushem, Umar Bin
Christopoulos, Athanasios
Oyelere, Solomon Sunday
Ogata, Hiroaki  kyouindb  KAKEN_id  orcid https://orcid.org/0000-0001-5216-1576 (unconfirmed)
Laakso, Mikko-Jussi
Author's alias: 緒方, 広明
Keywords: precision education
artificial intelligence
AI
multimodal technologies
technology-enhanced learning
personalized learning
smart learning environments
immersive technology
learning analytics
K-12 education
Issue Date: 2021
Publisher: MDPI AG
Journal title: Education Sciences
Volume: 11
Issue: 7
Thesis number: 338
Abstract: Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.
Rights: © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
URI: http://hdl.handle.net/2433/265478
DOI(Published Version): 10.3390/educsci11070338
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