Abstract
This paper presents an empirical learning study using a prototype system designed to provide fully automatic, domain-independent conceptual personalization algorithms. The prototype system, the Customized Learning Service for Concept Knowledge (CLICK), was implemented as an adaptive essay writing environment in a scientific domain. Results demonstrate that conceptual personalization promotes deep metacognitive strategies during online learning, and these strategies correlate with deep domain understanding. © 2010 Springer-Verlag.
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Butcher, K. R., Sumner, T., Maull, K., & Okoye, I. (2010). Conceptual personalization technology: Promoting effective self-directed, online learning. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6095 LNCS, pp. 278–280). https://doi.org/10.1007/978-3-642-13437-1_44
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