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It argues that effective adaptation depends on a context model and thoughtful interaction design for mobile and situated learning environments. Drawing on insights from three decades of research, it calls for renewed attention to the affordances of mobile devices, enabling future systems to better adapt learning content and instruction to this specific context of use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adaptation-in-technology-supported-learning-reflection-on-mobile-learning/585325/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adaptation-in-technology-supported-learning-reflection-on-mobile-learning/585325.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in technology-supported education?","Question",{"text":112,"@type":113},"It addresses how to move beyond a “one size fits all” approach by adapting instruction to individual learner needs within technology-supported, especially mobile, learning environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does context play in adaptive mobile learning systems?",{"text":117,"@type":113},"The paper emphasizes that adaptation in mobile settings requires context-aware mechanisms and a context model, which is positioned as a central component for designing adaptive mobile learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe major approaches to adaptation in education?",{"text":121,"@type":113},"It outlines three main approaches: macro-adaptation (coarse selection/configuration of instructional components), micro-adaptation (dynamic adjustments based on learner performance), and aptitude-treatment interaction (matching strategies to learner characteristics).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585325,1793104504,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ADAPTATION IN TECHNOLOGY-SUPPORTED LEARNING: REFLECTION ON MOBILE LEARNING  \nMia Čarapina 1 and Sebastian Simon2  \n1Zagreb University of Applied Sciences  \nVrbik 8, 10000 Zagreb, Croatia  \n2Le Mans University  \nAv. Olivier Messiaen, 72085 Le Mans, France  \nABSTRACT  \nThis paper provides a brief conceptual overview of adaptation in technology-supported education with a focus on mobile learning. It highlights the importance of a context model and interaction design for mobile and situated learning settings. Drawing on insights from three decades of adaptation in mobile learning settings, we argue that present and future research should renew its focus on the affordances of mobile devices to better adapt learning to this particular context.  \nKEYWORDS  \nAdaptive Learning, Adaptive Educational Systems, Mobile Learning, Context-Aware Learning, User Modeling, Personalization  \n1. INTRODUCTION  \nDuring the last century, and especially in the last few decades, with the development of computer technology, researchers have been trying to surpass the \"one size fits all\" approach in the area of education by developing different instructional approaches adjusted to the needs of individuals. There are several reasons for adapting content to learners, such as different levels of prior knowledge and skills among individuals, socio-cultural and demographic differences, different abilities or disabilities, and a student's affective states, such as frustration, motivation, confidence, etc. (Shute & Zapata-Rivera, 2011) . Corno & Snow (1986) define adaptive instruction as instructional approaches and techniques that are geared to meet the needs of individually different students in developing the knowledge and skills required to learn a task.  \nThe two most important questions taken into consideration when adapting to different learners are what the basis for adaptation is and how to adapt. Shute & Zapata-Rivera (2011) summarized that what has to be adapted is based upon measured learner variables (e.g., cognitive abilities, metacognitive skills, affective states, social skills, learning styles) and secondly, instructional variables (e.g., feedback, content sequencing, scaffolding) that adapt to learners' needs and preferences. Domain-independent approaches and technologies based on analysis of student and pedagogical models serve as guidance on how to adapt. Formalizing the abovementioned perspectives, Brusilovsky (1996) and Knutov et al. (2009) argue that the core of adaptation can be captured through six fundamental questions: what can be adapted, what it can be adapted to, why adaptation is needed, where and when it can be applied, and how it should be performed. To further facilitate answering these questions, the authors distinguish between two main adaptation models: the domain model, which specifies what can be adapted, and the user model, which defines what to adapt to and often also why adaptation is needed. These conceptual models have long been known as the core components of adaptive and intelligent educational systems, forming the basis for representing domain knowledge, learner characteristics, and instructional decisions.  \nFurthermore, adaptation techniques address how to adapt, while application and context models specify where and when adaptation should occur. In mobile learning, learning often occurs across multiple contexts (e.g., in-and outside classrooms, out-of-school learning, and formalized learning) and devices (e.g., tablets, mobile phones) . Mobile learning is characterized by high contextual variability and fragmented usage across time and space. Under such conditions, adaptation can reach its full potential only if it is complemented by  \ncontext-aware mechanisms and extended with a context model, which plays a crucial role in the conceptual modeling of adaptive mobile learning systems. This paper highlights the importance of the context model and positions it as a central component of adaptive mobile learning syste","cbCaicpjXJnrshss","https://ap.wps.com/l/cbCaicpjXJnrshss","pdf",745004,"English","# Introduction\n# A Conceptual Overview of Adaptation in Technology-Supported Education","[{\"question\":\"What problem does the paper address in technology-supported education?\",\"answer\":\"It addresses how to move beyond a “one size fits all” approach by adapting instruction to individual learner needs within technology-supported, especially mobile, learning environments.\"},{\"question\":\"What role does context play in adaptive mobile learning systems?\",\"answer\":\"The paper emphasizes that adaptation in mobile settings requires context-aware mechanisms and a context model, which is positioned as a central component for designing adaptive mobile learning.\"},{\"question\":\"How does the paper describe major approaches to adaptation in education?\",\"answer\":\"It outlines three main approaches: macro-adaptation (coarse selection/configuration of instructional components), micro-adaptation (dynamic adjustments based on learner performance), and aptitude-treatment interaction (matching strategies to learner characteristics).\"}]","ADAPTATION IN TECHNOLOGY-SUPPORTED LEARNING - Reflection on Mobile Learning | PDF",1792054387]