A new open access article has been published that explores how technology-enhanced personalized learning environments based on prior knowledge affect learning outcomes in continuing education, revealing nuanced effects on knowledge increase and learner satisfaction influenced by goal orientations and task value, with further research suggested to examine diverse educational contexts.
Fromm, Y., Rasch, J., & Ifenthaler, D. (2025). Technology-enhanced personalized learning environments based on prior knowledge in continuing education: An experimental study. Smart Learning Environments, 12, 54. https://doi.org/10.1186/s40561-025-00407-z
Technology-enhanced personalized learning environments based on prior knowl-edge (TEPLEs-PK) aim at supporting learning processes by tailoring learning activities to individual learners’ prior knowledge. This study investigated the effects of TEPLEs-PK that allow learners to skip learning content based on their prior knowledge on learn-ing outcomes in continuing education (CE). Participants (N= 194) were asked to com-plete a self-paced learning path within a 14-day learning period and were randomly assigned to one of three experimental conditions: (1) a personalized condition in which participants’ prior knowledge was assessed using self-report questions (PSRQ condi-tion), (2) a personalized condition in which participants’ prior knowledge was assessed using knowledge questions (PKQ condition), or (3) a control condition in which no personalization occurred. While the experimental condition did not affect learning path completion and learner satisfaction, our findings indicate that TEPLEs-PK may positively affect knowledge increase in CE. Goal orientations and task value significantly moderated the effects of TEPLEs-PK on knowledge increase and learner satisfaction. Exploratory analyses revealed that participants’ interactions with TEPLEs-PK might differ depending on whether prior knowledge was assessed using self-report or knowledge questions. Our study provides a sound basis for implementing TEPLEs-PK in CE. Future research should investigate the effects of TEPLEs-PK on different types of CE and vari-ous learning paths, as well as identify additional motivational dispositions that may moderate the impact of TEPLEs-PK on learning outcomes in CE.
