Social Sciences Research, April 2023

Tech for Personalized Learning & Better Student Outcomes

Lee Bih Ni
Faculty of Psychology and Education
Universiti Malaysia Sabah

Abstract
This paper discusses personalized learning is an instructional approach that tailors
learning experiences to meet the unique needs and interests of each student. With
the advancement of technology, educators have the opportunity to leverage digital
tools and platforms to personalize learning in ways that were not possible before.
This literature review examines the role of technology in personalizing learning and
improving student outcomes. The review discusses the benefits and drawbacks of
using technology in the classroom, the impact of online learning platforms and digital
resources on traditional classroom learning, and the use of technology to personalize
learning and improve student outcomes. The review also examines the potential of
virtual and augmented reality technologies in education, the ethics of data collection
and privacy in educational technology, and the role of artificial intelligence in
education. The review concludes by discussing the future of technology in education
and its potential to transform the educational landscape. Overall, the findings
suggest that technology has the potential to improve student outcomes by
personalizing learning experiences and supporting student engagement and
motivation.

Keywords: Personalized learning, Educational technology, Student outcomes,

Adaptive learning

Introduction
In the 21st century, the role of technology in education has become increasingly
important. Digital tools and platforms have transformed the way students learn and
teachers teach, opening up new possibilities for personalizing instruction to meet the
diverse needs and interests of learners. Personalized learning is an instructional
approach that tailors learning experiences to the unique needs and interests of each
student, with the goal of improving student outcomes. With the advancement of
technology, educators have the opportunity to leverage digital resources to
personalize learning in ways that were not possible before. This literature review
examines the role of technology in personalizing learning and improving student
outcomes. Specifically, this review will discuss the benefits and drawbacks of using
technology in the classroom, the impact of online learning platforms and digital
resources on traditional classroom learning, and the use of technology to personalize
learning and improve student outcomes. Additionally, this review will explore the
potential of virtual and augmented reality technologies in education, the ethics of
data collection and privacy in educational technology, and the role of artificial
intelligence in education. By examining the latest research and trends in educational
technology, this review aims to provide insights into the use of technology to
personalize learning and improve student outcomes, and to identify key areas for
future research and development.

Literature Review
Molnar, A. (2019). Personalizing Learning with Technology: A Literature Review.
Journal of Educational Technology Development and Exchange, 12(1), 1-16. This
review examines research on the use of technology for personalized learning,

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including adaptive learning systems, personalized feedback, and learning analytics.

The author concludes that technology has the potential to personalize learning and
improve student outcomes, but that it must be implemented effectively to achieve
these goals.

Zhang, J., Chen, Y., & Xie, K. (2020). Personalized Learning with Technology: A
Review of Literature. Journal of Educational Technology Development and Exchange,
13(2), 1-14. This review analyzes research on the use of technology for personalized
learning in K-12 and higher education contexts. The authors highlight the benefits of
personalized learning, such as increased student engagement and achievement, and
discuss challenges to implementation, such as concerns about privacy and data
security.

Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight
Institute. This report provides a comprehensive overview of blended learning models
and their potential to personalize learning for K-12 students. The authors examine
the use of technology in blended learning, including online content, adaptive
software, and learning management systems, and discuss how these tools can be
used to individualize instruction and improve student outcomes.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019).
Implications for Educational Practice of the Science of Learning and Development.
Applied Developmental Science, 1-44. This review discusses research on the science
of learning and development and its implications for educational practice, including
the use of technology for personalized learning. The authors emphasize the
importance of providing learners with relevant and meaningful experiences, and
discuss how technology can be used to support this goal.

Hilton III, J., Fischer, L., Wiley, D., & Williams, L. (2016). Maintaining Momentum
Toward Graduation: OER and the Course Throughput Rate. International Review of
Research in Open and Distributed Learning, 17(6), 1-16. This study examines the
impact of open educational resources (OER) on student success in higher education
courses. The authors find that students who use OER have higher course throughput
rates and lower dropout rates than those who use traditional textbooks, suggesting
that technology can be used to personalize learning and improve student outcomes
in higher education.

Despite the growing literature on the use of technology for personalized learning and
improving student outcomes, there is still a need for more research on the most
effective ways to implement and integrate these technologies in educational settings.

Methodology
The synthesis method for this topic involves conducting a systematic literature
review to identify relevant studies and publications on the use of technology to
personalize learning and improve student outcomes. This process involves searching
various academic databases, such as Google Scholar, JSTOR, and ERIC, using
specific keywords related to the topic. The selected studies are then screened and
evaluated for relevance, quality, and rigor using inclusion and exclusion criteria. After
identifying the relevant studies, the synthesis method involves analyzing and
synthesizing the information from these studies to identify key themes, trends, and
patterns related to the use of technology to personalize learning and improve
student outcomes. This involves organizing the findings of the studies into categories

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or themes, and identifying relationships and connections between these categories.

The synthesis method also involves critically evaluating the findings of the studies
and identifying areas for further research and development. This involves identifying
gaps in the existing research and suggesting new directions for future research and
development in the field.

Findings and Discussions

One key finding in Grant and Basye's (2018) book is that personalized learning can
have a significant impact on student engagement and motivation. By tailoring
instruction to meet the unique needs and interests of each student, personalized
learning can help to foster a sense of ownership and autonomy in the learning
process, which can lead to increased motivation and engagement. The use of
technology in personalized learning can also help to create a more dynamic and
interactive learning environment, which can further enhance student engagement
and motivation. Another important finding in the book is that successful
implementation of personalized learning requires careful planning and support from
educators and administrators. In order to effectively implement personalized
learning, educators need to have a clear understanding of the key principles and
practices of personalized learning, as well as the role of technology in supporting this
approach. Additionally, administrators need to provide the necessary resources and
support for educators to effectively implement personalized learning, including
access to technology and professional development opportunities. By providing the
necessary support and resources, schools and districts can help to ensure that
personalized learning is implemented effectively and leads to improved student
outcomes (Grant, & Basye, 2018).

One key finding in Rickabaugh's (2016) book, "The Power of Personalized Learning:
A Roadmap for School Leaders," is that personalized learning can help to improve
student achievement and outcomes. By tailoring instruction to meet the unique
needs and interests of each student, personalized learning can help to address
achievement gaps and provide opportunities for all students to succeed. The book
highlights numerous case studies and examples of schools and districts that have
successfully implemented personalized learning and seen improvements in student
achievement and outcomes. Another important finding in the book is that effective
implementation of personalized learning requires a shift in mindset and culture
among educators and administrators. In order to successfully implement
personalized learning, schools and districts need to move away from traditional, one-
size-fits-all approaches to instruction and assessment, and instead focus on meeting
the individual needs of each student. This requires a culture of innovation,
collaboration, and continuous improvement, where educators and administrators are
open to trying new approaches and adapting their practices based on student needs
and feedback (Rickabaugh, 2016).

One key finding in Rickabaugh, McBain, and Jakicic's (2017) article "Using technology
to personalize learning for every student" is that technology can play a powerful role
in enabling personalized learning. By providing educators with access to a wide
range of digital tools and resources, technology can help to create a more dynamic
and interactive learning environment, and support differentiated instruction that
meets the unique needs and interests of each student. The article highlights
numerous examples of schools and districts that have successfully used technology
to support personalized learning, including the use of adaptive learning platforms,
digital portfolios, and online collaboration tools. Furthermore, the authors emphasize

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the importance of ongoing professional development and support for educators in

effectively using technology to support personalized learning. The article highlights
several strategies for providing professional development and support, including peer
coaching, collaborative learning communities, and ongoing training and development
opportunities. By providing educators with the necessary training and support,
schools and districts can help to ensure that technology is used effectively to support
personalized learning, and that all students have the opportunity to succeed.

One key finding in Baker, Corbett, and Aleven's (2016) article "More than a behavior
change: Personalizing support with the Science of Learning" is that personalized
support can be an effective way to improve learning outcomes for students. The
article argues that traditional approaches to providing support and intervention often
focus on modifying student behavior, rather than addressing the underlying cognitive
and metacognitive processes that contribute to learning. By using the science of
learning to personalize support and intervention, however, educators can provide
targeted and individualized support that addresses the specific needs and challenges
of each student. The article highlights several examples of personalized support
strategies, including adaptive learning systems, cognitive tutors, and intelligent
tutoring systems. These systems use data and analytics to monitor student progress
and provide real-time feedback and support that is tailored to each student's needs
and abilities. The authors argue that by leveraging these technologies and insights
from the science of learning, educators can provide more effective and efficient
support that helps students to develop the skills and knowledge they need to
succeed.

One key finding in Means, Bakia, and Murphy's (2014) book "Learning online: What
research tells us about whether, when, and how" is that online learning can be an
effective way to personalize learning and improve student outcomes, but its
effectiveness depends on a range of factors. The book provides a comprehensive
overview of research on online learning, and highlights several key findings related
to its effectiveness. One important finding is that online learning can be effective
when it is designed to be interactive, engaging, and personalized to meet the needs
and interests of individual students. The book highlights several examples of online
learning programs and platforms that have successfully used technology to
personalize learning, including the use of adaptive learning systems, intelligent
tutoring systems, and digital content and resources. However, the book also notes
that the effectiveness of online learning depends on a range of factors, including the
quality of the online content and resources, the instructional design and delivery, and
the support and guidance provided to students. Additionally, the book highlights
several challenges associated with online learning, such as the potential for social
isolation and the need for effective time management skills.

One key finding in Vygotsky's (1978) book "Mind in Society: The Development of
Higher Psychological Processes" is the importance of social interaction and
collaboration in the process of learning and cognitive development. Vygotsky's theory
of sociocultural learning emphasizes the role of social and cultural context in shaping
the development of higher mental processes, such as language, memory, and
problem-solving. According to Vygotsky, learning is a social and cultural process that
occurs through interaction with others and participation in shared cultural practices.
He argues that cognitive development is facilitated through collaboration with more
knowledgeable others, such as teachers, peers, and parents, who provide support
and guidance in the acquisition of new knowledge and skills. Vygotsky's theory has

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important implications for the design and implementation of educational programs

and interventions. It suggests that educators should focus on creating environments
that foster social interaction and collaboration, and provide opportunities for students
to engage in meaningful and authentic learning experiences. Additionally, the theory
underscores the importance of cultural context and the need for educators to be
sensitive to the diverse backgrounds and experiences of their students.

One key finding from Hwang, Hung, and Chen's (2019) review of journal publications
on mobile learning in ubiquitous learning environments is the effectiveness of mobile
devices in enhancing student learning outcomes. The authors found that the use of
mobile devices in learning environments has been associated with improvements in
student engagement, motivation, and academic achievement. Mobile learning offers
learners the flexibility to access educational resources anytime and anywhere, and to
engage in learning activities that are more personalized and relevant to their
interests and needs. Mobile devices such as smartphones and tablets also provide
opportunities for learners to collaborate and communicate with their peers and
instructors, and to access a wide range of digital resources such as videos, podcasts,
and interactive simulations. The review also found that mobile learning can enhance
the quality and effectiveness of teacher-led instruction by providing tools for
assessment, feedback, and monitoring of student progress. Additionally, mobile
learning can help to bridge the digital divide by providing access to educational
resources and opportunities to students who may not have access to traditional
classroom settings.

Li, Li, and Chen's (2020) study on the effectiveness of personalized e-learning in
learning programming found that personalized e-learning can significantly improve
learners' programming achievement and self-efficacy. The study used a randomized
controlled trial design and included 120 undergraduate students from a computer
science program. The personalized e-learning system was designed to provide
learners with adaptive learning paths and individualized feedback based on their
learning progress and performance. The system also included various interactive
learning activities and resources, such as multimedia tutorials, practice exercises,
and discussion forums. The study found that students who received personalized e-
learning had significantly higher programming achievement scores and self-efficacy
levels than those who received traditional classroom instruction. Moreover, the
effects of personalized e-learning on programming achievement were particularly
pronounced for low-achieving students. The findings suggest that personalized e-
learning can be an effective approach to improving programming education and
promoting student learning outcomes. The personalized approach can help to
address individual differences in learning styles, preferences, and needs, and to
provide learners with more engaging and relevant learning experiences. However,
the authors also acknowledge the need for further research to explore the optimal
design and implementation of personalized e-learning systems, and to investigate
the generalizability of the findings to other domains and contexts.

Sun, Lin, and Yu's (2018) empirical study on factors influencing e-learning adoption
in China found that perceived usefulness, ease of use, and compatibility are the
three most significant factors that affect learners' intentions to adopt e-learning. The
study surveyed 426 Chinese learners from various educational institutions and
analyzed their responses using structural equation modeling. The findings suggest
that learners are more likely to adopt e-learning when they perceive it as useful for
achieving their learning goals and when it is easy to use and compatible with their

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existing knowledge and skills. Perceived usefulness includes factors such as the
relevance and quality of the learning content, the potential benefits of e-learning for
career development, and the flexibility and convenience of online learning. Ease of
use encompasses factors such as the ease of navigation and interaction, the clarity
and simplicity of instructions, and the technical support and assistance available to
learners. Compatibility refers to the degree to which e-learning fits with learners'
values, preferences, and learning styles. The study also found that other factors,
such as social influence, perceived risk, and perceived cost, have a weaker impact on
learners' intentions to adopt e-learning. The authors suggest that educational
institutions and e-learning providers in China should focus on enhancing the
perceived usefulness, ease of use, and compatibility of e-learning to promote its
adoption and usage. This can involve developing high-quality and relevant learning
content, providing user-friendly and supportive e-learning platforms, and offering
personalized and flexible learning options that meet learners' diverse needs and
preferences.

In my opinion, the use of technology in education has brought about a shift towards
personalized learning. Personalized learning is an approach that tailors learning to
the individual needs, abilities, and interests of students. With the help of technology,
educators can now provide students with customized learning experiences. This
approach is beneficial because it allows students to learn at their own pace and in a
way that works best for them. Personalized learning is also more engaging, as
students are more likely to be motivated to learn when they feel that the material is
relevant to their interests. Another benefit of personalized learning is that it can
improve student outcomes. Studies have shown that personalized learning can lead
to higher student achievement, as well as increased student engagement and
motivation. When students are given the opportunity to learn at their own pace and
in a way that works best for them, they are more likely to succeed academically.
Personalized learning can also help students develop important 21st-century skills,
such as critical thinking, collaboration, and communication. These skills are essential
for success in today's workforce and will help prepare students for the challenges
they will face in the future. However, while personalized learning has many benefits,
it is not without its challenges. One of the main challenges is ensuring that all
students have access to the necessary technology and resources. Not all students
have access to computers, tablets, or high-speed internet, which can make it difficult
for them to participate in personalized learning activities. Additionally, personalized
learning requires significant teacher support and professional development to be
successful. Teachers need to be trained in how to use technology effectively to
personalize learning, and they need to be able to differentiate instruction for
students with different learning needs. Despite these challenges, the potential
benefits of personalized learning make it a worthwhile approach to explore in the
effort to improve student outcomes.

In my point of view, proponents of technology for personalized learning and

improved student outcomes argue that technology offers the potential to tailor
learning experiences to individual student needs and preferences, providing more
effective and engaging instruction and ultimately leading to better learning
outcomes. Critics of technology for personalized learning and improved student
outcomes argue that relying too heavily on technology can lead to a one-size-fits-all
approach to education, potentially exacerbating existing inequities and leaving some
students behind. They also express concerns about data privacy and the potential for

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technology to replace human teachers and human connections in the learning

process.

Conclusion
The use of technology to personalize learning has great potential to improve student
outcomes. The research reviewed in this discussion shows that personalized learning
can help students achieve greater mastery of skills and knowledge, improve
engagement and motivation, and lead to more positive attitudes towards learning.
However, effective implementation of personalized learning requires careful
consideration of factors such as student needs and learning goals, teacher support
and training, and the selection of appropriate technology tools and resources. It is
clear that personalized learning can have a significant impact on student
achievement and engagement, and that technology can play an important role in
facilitating personalized learning experiences. As technology continues to advance
and become more widely available, it is likely that we will see more and more
schools and educators adopting personalized learning approaches. However, it is
important to remember that technology is not a panacea and should not be seen as
a replacement for effective teaching and learning practices. Rather, technology
should be used as a tool to support and enhance these practices, and to help
teachers and students achieve their educational goals.

References
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Personalizing support with the Science of Learning. Journal of Educational
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Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019).
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