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dc.contributor.author | Qushem, Umar Bin | en |
dc.contributor.author | Christopoulos, Athanasios | en |
dc.contributor.author | Oyelere, Solomon Sunday | en |
dc.contributor.author | Ogata, Hiroaki | en |
dc.contributor.author | Laakso, Mikko-Jussi | en |
dc.contributor.alternative | 緒方, 広明 | ja |
dc.date.accessioned | 2021-10-19T09:12:30Z | - |
dc.date.available | 2021-10-19T09:12:30Z | - |
dc.date.issued | 2021 | - |
dc.identifier.uri | http://hdl.handle.net/2433/265478 | - |
dc.description.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. | en |
dc.language.iso | eng | - |
dc.publisher | MDPI AG | en |
dc.rights | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. | en |
dc.rights | This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. | en |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | precision education | en |
dc.subject | artificial intelligence | en |
dc.subject | AI | en |
dc.subject | multimodal technologies | en |
dc.subject | technology-enhanced learning | en |
dc.subject | personalized learning | en |
dc.subject | smart learning environments | en |
dc.subject | immersive technology | en |
dc.subject | learning analytics | en |
dc.subject | K-12 education | en |
dc.title | Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges? | en |
dc.type | journal article | - |
dc.type.niitype | Journal Article | - |
dc.identifier.jtitle | Education Sciences | en |
dc.identifier.volume | 11 | - |
dc.identifier.issue | 7 | - |
dc.relation.doi | 10.3390/educsci11070338 | - |
dc.textversion | publisher | - |
dc.identifier.artnum | 338 | - |
dcterms.accessRights | open access | - |
dc.identifier.eissn | 2227-7102 | - |
出現コレクション: | 学術雑誌掲載論文等 |
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