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dc.contributor.authorKucirkova, Natalia
dc.date.accessioned2023-01-25T12:03:54Z
dc.date.available2023-01-25T12:03:54Z
dc.date.created2019-04-10T07:58:50Z
dc.date.issued2019
dc.identifier.citationKucirkova, N. (2019). The Learning Value of Personalization in Children's Reading Recommendation Systems: What Can We Learn From Constructionism?. International Journal of Mobile and Blended Learning (IJMBL), 11(4), 80-95.en_US
dc.identifier.issn1941-8647
dc.identifier.urihttps://hdl.handle.net/11250/3046277
dc.description.abstractThis article critically reviews the personalization logic embedded in reading recommendation systems developed for 2- to 11-year-old children and its (dis)alignment with Papert's constructionist and socio-constructionist theories of learning. It is argued that the current design fails to incorporate the computer culture that Papert envisioned for children's learning. While the personalization design focuses on child-centered design, it restricts the child's contribution to the database, minimises children's agency in shaping it and reinforces individual models of learning. The paper recommends that reading recommendation systems provide opportunities for what Papert described as self-discovery, experimentation, and development of abstract knowledge. Recommendation algorithms need to work in conjunction with diversification mechanisms to challenge and widen children's thinking and diversification should not be conflated with randomization. Practical examples are provided so that the approach described in this article can be used as a foundation for conceptualising and designing children's reading recommendation systems and data-based personalized learning more broadly.en_US
dc.language.isoengen_US
dc.publisherIGI Globalen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleThe Learning Value of Personalization in Children's Reading Recommendation Systems: What Can We Learn From Constructionism?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holderThe authoren_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200en_US
dc.source.pagenumber16en_US
dc.source.volume11en_US
dc.source.journalInternational Journal of Mobile and Blended Learningen_US
dc.source.issue4en_US
dc.identifier.doi10.4018/IJMBL.2019100106
dc.identifier.cristin1691249
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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