Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation

• Published in: Information & management Vol. 51; no. 4; pp. 430 - 440
• Main Authors: Xu, Dongming, Huang, Wayne W., Wang, Huaiqing, Heales, Jon
• Format: Journal Article
• Language: English
• Published: Kidlington Elsevier B.V 01.06.2014; Elsevier; Elsevier Sequoia S.A
• Subjects: Adaptive e-learning; Applied sciences; Artificial intelligence; Computer science; control theory; systems; Computer systems and distributed systems. User interface; Constructivism; Customization; Distance learning; E-learning effectiveness; Effectiveness studies; Exact sciences and technology; General aspects; Intelligent agents; Intelligent information systems; Learning management systems; Occupational training. Personnel. Work management; Online instruction; Personalization; Software; Virtual learning environments; Virtual reality; Adaptive e-learning; Intelligent information systems; Personalization; Virtual learning environments; E-learning effectiveness; Information system; Customization; Empirical method; Student; Ground truth; Modeling; Adaptive method; Intelligent agent; Remote teaching; University; Computer assisted teaching; Internet; Artificial intelligence; Intelligent system
• ISSN: 0378-7206; 1872-7530
• DOI: 10.1016/j.im.2014.02.009

Virtual learning environments (VLEs) developed under constructivism and embedded personalization learning functions have the potential to meet different requirements of different learners and thus increase e-Learning effectiveness. We formulated internal personalized learning mechanisms by implementing intelligent agents in a VLE under a constructivist learning model and further developed an e-learning effectiveness framework by integrating educational and IS theories. An empirical field experiment involving 228 university students was conducted. The findings suggested that personalized e-learning facilities enhance online learning effectiveness in terms of examination, satisfaction, and self-efficacy criteria.