Patcharin Panjabureeพัชรินทร์ ปัญจบุรีNiwat SrisawasdiMahidol University. Institute for Innovative LearningKhon Kaen University. Faculty of Education2014-05-242018-02-212014-05-242018-02-2120139786028040716https://repository.li.mahidol.ac.th/handle/20.500.14594/8754Workshop proceedings of the 21st International Conference on Computers in Education ICCE 2013. The conference was held from November 18 to November 22, 2013 in Denpasar Bali, Indonesia, page 136-141Recent progress in computer and communication technology has encouraged the researchers to demonstrate the pivotal influences of technological personalized learning environments on student learning performance improvement. Many researchers have been investigating the development of such learning environment by basing upon the concept-effect relationship model; nevertheless, the criteria of establishing a technological personalized learning environment based on the concept-effect relationship model have not yet been clearly defined, not to mention the strategies of conducting effective conceptual learning problem diagnosis and effective learning activities. To resolve these problems, this paper presents the basic criteria and strategies of technological personalized learning based on the concept-effect relationship model, and identify the necessary check items as well for the development of such learning environment. Illustrative example of conducting technological personalized learning and the requirements of setting up learning environment are also presented at the end of this paper.engMahidol UniversityAdaptive learningE-learningTesting and diagnostic systemConcept-effect relationshipsProceeding ArticleAsia-Pacific Society for Computers in Education