.png){kind=icon}
.png){kind=icon}
Return
Students’ perceptions of personalized learning paths as a strategy for E-learning development
.png){kind=icon}
OA
AI
L
DOI：10.1016/j.caeo.2026.100406.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Personalized Learning Paths (PLPs) have become increasingly popular in e-learning by adapting learning experiences to learners’ needs, preferences, and goals. This study explored university students’ perceptions of PLPs in terms of motivation and engagement, learning satisfaction and perceived effectiveness, and challenges and concerns. A mixed-methods design was employed, with quantitative data collected from a questionnaire survey of 352 university students and qualitative data gathered through semi-structured interviews. The findings indicate that students generally perceived PLPs positively, particularly for promoting motivation, learner autonomy, engagement, and personalized learning experiences. However, participants also reported challenges related to teacher support, self-regulation, technological accessibility, and data privacy. These findings highlight the importance of balancing learner autonomy with pedagogical guidance while ensuring equitable access and ethical data practices in PLP implementation. By providing evidence from Vietnamese higher education, this study contributes to a better understanding of students’ experiences with PLPs and offers practical implications for designing more effective and inclusive e-learning environments.
Keywords:
Personalized learning paths
Student perceptions
E-learning
Motivation and engagement
Learning satisfaction
Journal
IF:
5.7
Papers:
373
Citations:
951
Organization
No organization information available
Cited Papers