TY - GEN
T1 - Personalised Learning in STE(A)M Education
T2 - 14th International Conference on Blended Learning, ICBL 2021
AU - Li, Kam Cheong
AU - Wong, Billy Tak Ming
N1 - Funding Information:
Acknowledgments. The work described in this paper was partially supported by a grant from the Open University of Hong Kong (2021/011).
Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - This paper presents a review study on the characteristics and patterns of personalised learning in the context of STEM and STEAM (or STE(A)M) education, which involves the disciplinary integration of Science, Technology, Engineering, Mathematics, as well as Arts. It covered a total of 63 papers published in 2011–2020 collected from Scopus and Google Scholar. The results show the widespread practice of personalised learning, and the United States was the country with most studies carried out. In terms of the level of education, secondary education was a major focus. Mathematics accounted for the largest proportion of subject discipline in the studies, followed by Science and Engineering. Blended environment was the most popular mode of education, followed by the face-to-face classroom. The most frequent objective of personalised learning was to cater for students’ learning styles. The popular means to achieve personalised learning included the use of blended learning, learning analytics, and adaptive e-learning systems. Regarding the research issue, above half of the studies evaluated the impact or effectiveness of a technology, system or device for personalised learning. Based on the results, potential areas of future work are suggested, such as the contextualised practice of STE(A)M education in various countries, and the personalisation in interdisciplinary STE(A)M education.
AB - This paper presents a review study on the characteristics and patterns of personalised learning in the context of STEM and STEAM (or STE(A)M) education, which involves the disciplinary integration of Science, Technology, Engineering, Mathematics, as well as Arts. It covered a total of 63 papers published in 2011–2020 collected from Scopus and Google Scholar. The results show the widespread practice of personalised learning, and the United States was the country with most studies carried out. In terms of the level of education, secondary education was a major focus. Mathematics accounted for the largest proportion of subject discipline in the studies, followed by Science and Engineering. Blended environment was the most popular mode of education, followed by the face-to-face classroom. The most frequent objective of personalised learning was to cater for students’ learning styles. The popular means to achieve personalised learning included the use of blended learning, learning analytics, and adaptive e-learning systems. Regarding the research issue, above half of the studies evaluated the impact or effectiveness of a technology, system or device for personalised learning. Based on the results, potential areas of future work are suggested, such as the contextualised practice of STE(A)M education in various countries, and the personalisation in interdisciplinary STE(A)M education.
KW - Personalisation
KW - Personalised learning
KW - STEAM education
KW - STEM education
UR - http://www.scopus.com/inward/record.url?scp=85113528785&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-80504-3_12
DO - 10.1007/978-3-030-80504-3_12
M3 - Conference contribution
AN - SCOPUS:85113528785
SN - 9783030805036
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 142
EP - 151
BT - Blended Learning
A2 - Li, Richard
A2 - Cheung, Simon K.
A2 - Iwasaki, Chiaki
A2 - Kwok, Lam-For
A2 - Kageto, Makoto
Y2 - 10 August 2021 through 13 August 2021
ER -