The role of affective and motivational factors in designing personalized learning environments

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing interactions between VCAs and individual students. The strategies that VCAs convey throughout the interactions are constructed to support emotion regulation and motivation based on theories and prior research on emotions and motivation. The availability and customizability of VCAs enable the strategies to be implemented in real-time and customized for individual students. Implications of the design guidelines for personalized, online learning contexts are discussed and future research directions are recommended as well.

Original languageEnglish (US)
Pages (from-to)563-584
Number of pages22
JournalEducational Technology Research and Development
Volume60
Issue number4
DOIs
StatePublished - Aug 1 2012

All Science Journal Classification (ASJC) codes

  • Education

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