摘要： In the past decade, a number of personalized learning systems have been developed and they mainly focus on learners' prior knowledge. On the other hand, previous research suggested that gender differences and cognitive styles have great effects on student learning. To this end, this study examines how human factors, especially gender differences and cognitive styles, affect learners' reactions to a personalized and non-personalized learning systems based on learners' prior knowledge. Forty-four university students participated in this study. The results show that females and Serialists show positive reactions to the personalized learning system, while males and Holists demonstrate similar reactions to the personalized learning system and the non-personalized learning system. The implications of these results for the design of personalized learning systems are discussed. 出版者： Abingdon: Routledge 出版日期： 2016-01-02 出處： Interactive learning environments, 2016-01, Vol.24 (1), p.119-141 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2013 Taylor & Francis 2013 版權： 2013 Taylor & Francis 識別號： ISSN: 1049-4820 識別號： EISSN: 1744-5191 識別號： DOI: 10.1080/10494820.2013.825809
