Establishing Student Agency in Personalized and Adaptive Learning Technologies: From Conceptualization to Application

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Technology as an Intervention of Learning (Table 3)

Abstract

Grounded in social cognitive and self-determination theories, this study provides an original framework for fostering agency within personalized and adaptive learning (PAL) environments. The framework was used to develop a rubric specifically designed to assess the effectiveness in facilitating student agency within forty PAL systems around the world. Our analysis revealed a predominant design focus on cognitive and behavioral elements of student agency, with a notable design gap in affective aspects of agency. Findings are particularly relevant for low- and middle-income contexts and emphasize the need for increased attention to PAL features that support self-regulation and self-efficacy. The study concludes with guidelines for enhancing student agency within PAL design to better support student-centered learning.

Authors

• Nathan M. Castillo, University of Illinois at Urbana-Champaign

• Ghaida S. Alrawashdeh, Oakland University