Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations. A pedagogical and technical perspective

TL;DR

This survey reviews how contextual indicators are used in personalized learning recommendations, emphasizing pedagogical and technical perspectives to improve learner engagement and outcomes.

Contribution

It provides a comprehensive overview of learning contexts, their definitions, factors, and pedagogical foundations, bridging pedagogical and technical approaches in contextualized learning.

Findings

Various definitions and factors of learning context are identified.

Links between context factors and learning theories are analyzed.

The survey highlights gaps between pedagogical and technical perspectives.

Abstract

Learning personalization has proven its effectiveness in enhancing learner performance. Therefore, modern digital learning platforms have been increasingly depending on recommendation systems to offer learners personalized suggestions of learning materials. Learners can utilize those recommendations to acquire certain skills for the labor market or for their formal education. Personalization can be based on several factors, such as personal preference, social connections or learning context. In an educational environment, the learning context plays an important role in generating sound recommendations, which not only fulfill the preferences of the learner, but also correspond to the pedagogical goals of the learning process. This is because a learning context describes the actual situation of the learner at the moment of requesting a learning recommendation. It provides information about the learner current state of knowledge, goal orientation, motivation, needs, available time, and other factors that reflect their status and may influence how learning recommendations are perceived and utilized. Context aware recommender systems have the potential to reflect the logic that a learning expert may follow in recommending materials to students with respect to their status and needs. In this paper, we review the state-of-the-art approaches for defining a user learning-context. We provide an overview of the definitions available, as well as the different factors that are considered when defining a context. Moreover, we further investigate the links between those factors and their pedagogical foundations in learning theories. We aim to provide a comprehensive understanding of contextualized learning from both pedagogical and technical points of view. By combining those two viewpoints, we aim to bridge a gap between both domains, in terms of contextualizing learning recommendations.