Design and Assessment of a Personalized Online Mathematics Learning System with Self-Regulated Learning Features: An Educational Design Research
Issued Date
2024-01-01
Resource Type
eISSN
20103689
Scopus ID
2-s2.0-85188340146
Journal Title
International Journal of Information and Education Technology
Volume
14
Issue
3
Start Page
464
End Page
475
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Information and Education Technology Vol.14 No.3 (2024) , 464-475
Suggested Citation
Ingkavara T., Panjaburee P., Wongkia W. Design and Assessment of a Personalized Online Mathematics Learning System with Self-Regulated Learning Features: An Educational Design Research. International Journal of Information and Education Technology Vol.14 No.3 (2024) , 464-475. 475. doi:10.18178/ijiet.2024.14.3.2067 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/97776
Title
Design and Assessment of a Personalized Online Mathematics Learning System with Self-Regulated Learning Features: An Educational Design Research
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Author's Affiliation
Corresponding Author(s)
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Abstract
A personalized online learning system incorporating a self-regulated learning approach was developed to deliver the factorization in quadratic polynomials topic on mathematics learning. This system created four learning materials for learning a certain topic in mathematics, corresponding to the students’ characteristics. This study followed the education design research approach to develop a self-regulated-based personalized online learning system and evaluate the system from a technology acceptance perspective. The Pearson correlation was computed and revealed the best fit of the collected data for further stepwise multiple regression analysis through students’ acceptance of learning mathematics before and after using the developed system. Furthermore, the Chi-square test was performed to determine the acceptance change and frequency rated by items to ensure an in-depth understanding of how acceptance changed before and after. Although the findings revealed that students’ perceived ease of use was primarily a predictor of their attitude about the system, they showed an increment in perceived usefulness after participating in the developed system. The students’ perceptions of ease and attitude toward the self-regulated-based personalized online learning system for mathematics learning should be mainly considered in further development, including the different learning approaches for supporting mathematics learning.