Learning and Individual Differences最新文献

{"title":"Understanding the factors influencing college students' acceptance and adoption of chatbots for learning: A network analysis","authors":"Peipei Mao ,&nbsp;Zhihui Cai ,&nbsp;Xiaojun Sun ,&nbsp;Gengfeng Niu ,&nbsp;Yue Zhang ,&nbsp;Jingjing Liu","doi":"10.1016/j.lindif.2025.102756","DOIUrl":"10.1016/j.lindif.2025.102756","url":null,"abstract":"<div><div>This study used network analysis to comprehensively explore 25 variables (i.e., AI-related factors, cognitive and affective factors, individual characteristics) and to identify relatively central factors influencing students' acceptance and adoption (i.e., behavioral intention, objection to use, actual use) of chatbots-assisted learning in an integrated model. A total of 519 university students participated in the online questionnaire survey. The findings identified six communities, including factors related to students' behavioral intentions (e.g., attitude), objection to use chatbots for learning (e.g., AI learning anxiety), actual use (e.g., social influence); several cognitive and affective factors (e.g., perceived trust); several individual characteristics (e.g., AI literacy); and big-five personality traits. Moreover, the results demonstrated that satisfaction and intrinsic learning motivation played central roles within the network model. This study expands our understanding and provides important practical implications for educators, developers, and users.</div></div><div><h3>Educational relevance statement</h3><div>Based on the data of 519 university students, this study used network analysis to comprehensively explore 25 variables (i.e., AI-related factors, cognitive and affective factors, individual characteristics) and to identify relatively central factors influencing students' acceptance and adoption (i.e., behavioral intention, objection to use, actual use) of chatbots-assisted learning in an integrated model. These results indicated that perceived usefulness, perceived ease of use, attitude, and AI self-efficacy had close connections with students' behavioral intentions; privacy concern and AI learning anxiety were strongly associated with students' objection to use chatbots-based learning; social influence and facilitating conditions were highly linked with students' actual use behavior in the network model. Additionally, we found that satisfaction and intrinsic learning motivation played central roles in students' acceptance and adoption of chatbots for educational purposes. These findings offer important guidance for educators and developers to promote students' acceptance and adoption of chatbots in the learning process, thereby accelerating the widespread application of this novel technology within the educational domain.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102756"},"PeriodicalIF":3.8,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"State scales in academic achievement: Validating measures of affect, learning experiences, and study-related appraisals","authors":"Miriam Pfister ,&nbsp;Melanie Naumann ,&nbsp;Marie Hennecke ,&nbsp;Veronika Brandstätter","doi":"10.1016/j.lindif.2025.102749","DOIUrl":"10.1016/j.lindif.2025.102749","url":null,"abstract":"<div><div>We address the lack of validated measures of intraindividual variability in constructs relevant to academic achievement by presenting 13 state scales, categorized into three domains: affect (challenge and threat affect, general positive and negative affect, academic self-esteem), learning experiences (task enjoyment, task involvement, study success, and study failure), and study-related appraisals (study satisfaction, academic self-efficacy, challenge and threat construal). After a pilot study, we refined the scales using two experience sampling studies (<em>N</em>_Study1 = 243, <em>N</em>_Study2 = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ω_w ≥ 0.65; ω_b ≥ 0.74) and effectively captured intraindividual variability (<em>iSD</em> = 0.48–1.08). Evidence for validity included correlations with trait measures and grades. Moreover, in Study 2, multivariate multilevel CFAs revealed substantial shared within-person variance among constructs within the same domain.</div></div><div><h3>Educational relevance and implications statement</h3><div>The pursuit of academic goals involves constant change, as students' affective states, and study-related appraisals vary in response to evolving situations, such as learning experiences. Measuring such intraindividual variability is critical to understanding the underlying processes that drive academic performance, but it is hampered by the lack of validated state measures. Addressing this issue, we developed 13 state scales and demonstrated their within- and between person reliability and validity. These state scales will facilitate understanding dynamic processes in academic achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102749"},"PeriodicalIF":3.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of data-driven learning research on language learning and teaching for pre-tertiary learners: Balancing qualitative and quantitative research","authors":"Shiya Huang ,&nbsp;Qing Ma","doi":"10.1016/j.lindif.2025.102752","DOIUrl":"10.1016/j.lindif.2025.102752","url":null,"abstract":"<div><div>Research has insufficiently addressed young learners' perceptions and the practical implementation of data-driven learning (DDL) at the pre-tertiary level. To address these gaps, we synthesized findings from 45 studies published between 1994 and 2025 using a mixed-methods approach, focusing on two perspectives: the suitability of DDL for young learners and learner anxiety. First, we provided a descriptive map of DDL characteristics at the pre-tertiary level. Second, through quantitative synthesis of 34 studies, we confirmed the effectiveness and efficiency of DDL in second language acquisition across various age groups and types of corpus interaction. Third, through a qualitative synthesis of 26 studies, we identified mostly positive perspectives among young learners, being consistent across all age groups and corpus interaction types. We confirm the suitability of DDL for young learners in pre-tertiary education, provide recommendations for educators, and propose directions for future research on young learners' language education through DDL.</div></div><div><h3>Educational relevance statement</h3><div>In this systematic review, we comprehensively analyzed the application of data-driven learning in non-university settings by synthesizing data from 45 studies published between 1994 and 2025. Our findings confirm that data-driven learning is effective and efficient for young learners across different age groups and corpus interaction types, and most young learners have a positive attitude toward data-driven learning. We also expand the scope of data-driven learning by demonstrating that age does not significantly affect learning outcomes, thereby showing that it can be applied across different educational levels and age groups. Additionally, our review highlights the role of the corpus interaction type in affecting learners' engagement and outcomes. We offer practical recommendations to educators for the design of personalized, corpus-based lessons that satisfy individual learner needs, learning preferences, and experiences. Finally, we advocate for the adoption of data-driven learning at the pre-tertiary level to enhance learners' language proficiency and cognitive abilities in an engaging and effective manner.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102752"},"PeriodicalIF":3.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of digital media use in multiple digital documents processing","authors":"Aurora Troncoso-Ruiz ,&nbsp;Marco van de Ven ,&nbsp;Jos Keuning ,&nbsp;Naomi van Bergen ,&nbsp;Anouk Bakker ,&nbsp;Liesbeth Crajé-Tilanus ,&nbsp;Eliane Segers","doi":"10.1016/j.lindif.2025.102750","DOIUrl":"10.1016/j.lindif.2025.102750","url":null,"abstract":"<div><div>We studied whether <em>digital media use, sustained attention</em> and <em>book reading</em> predicted reading comprehension and information use of multiple digital documents. Furthermore, we investigated whether these factors predicted participants' information use based on the information source reliability (high/low). A total of 134 participants (<em>M</em>_age = 22.1, SD_age = 7.0) read four digital texts varying in stance (for/against cow's milk consumption) and reliability (reliable/unreliable source) and wrote an essay about the topic. Participants' performance was assessed in terms of their reading comprehension (comprehension questions and knowledge representation) and use of the information from the multiple documents in the essay. In addition, participants' digital media use (social media use, gaming and digital learning), sustained attention and book reading were measured. Multiple documents comprehension (questions) was positively predicted by gaming, sustained attention and book reading; higher information use in the essay by book reading and social media use. Participants with higher sustained attention more frequently used arguments from reliable sources. Knowledge representation was not predicted by any of the predictors. We conclude that digital media use is related to multiple digital documents reading and sustained attention is crucial for sourcing.</div></div><div><h3>Educational relevance statement</h3><div>Nowadays, multiple digital documents are becoming the norm in society and educational settings, but readers may still struggle with this medium. This study highlights the crucial role of digital reading, sustained attention and book reading in digital reading. As a result, educators are provided with a more nuanced understanding of the challenges learners may face when encountering multiple documents in digital formats. These findings help shape the reading experience by identifying factors that are associated with this process. From these results it is clear that book reading as well as being able to maintain attention are associated with higher use and better reading comprehension of information from multiple digital documents. Furthermore, digital media use is related to information use from multiple digital documents.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102750"},"PeriodicalIF":3.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do topic beliefs and reading skill influence college students' evaluations of search engine results for usefulness and trustworthiness?","authors":"Catherine A. McGrath ,&nbsp;Jason L.G. Braasch ,&nbsp;Laura K. Allen ,&nbsp;Erica D. Kessler","doi":"10.1016/j.lindif.2025.102751","DOIUrl":"10.1016/j.lindif.2025.102751","url":null,"abstract":"<div><div>Sixty-five undergraduates completed an authentic academic search result evaluation task on the topic of playing violent video games and aggression. Students evaluated a set of preselected search excerpts based on each source's usefulness and trustworthiness and justified each evaluation. Results indicated that students with stronger reading comprehension skills more appropriately evaluated unreliable information as less useful and less trustworthy. Preliminary findings suggest stronger reading comprehension skills were especially useful when evaluating the trustworthiness of unreliable information for students who had strong pre-existing beliefs that playing violent video games causes aggressive behavior. Students with stronger reading comprehension skills also utilized more critical criteria during evaluation, such as assessments about evidence and source quality.</div></div><div><h3>Educational relevance statement</h3><div>Stronger reading comprehension skills are associated with more appropriate and critical evaluation of search results excerpts. Students' evaluation may be constrained by their resources. Students with more cognitive resources may be able to dedicate more resources to critical evaluation. Other students may need support in utilizing strategies that promote critical evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102751"},"PeriodicalIF":3.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship","authors":"Carmen L.A. Zurbriggen ,&nbsp;Susanne Schwab ,&nbsp;Isabelle Kalkusch ,&nbsp;Alex Neuhauser ,&nbsp;Andrea Lanfranchi ,&nbsp;Peter Klaver","doi":"10.1016/j.lindif.2025.102754","DOIUrl":"10.1016/j.lindif.2025.102754","url":null,"abstract":"<div><div>This study investigates whether individual student characteristics and the teacher-student relationship can explain teachers' judgment (in)accuracy of three aspects of students' subjective well-being in early primary education. To this end, we analyse the consistency and specificity of teacher reports and self-reports (<em>N</em> = 1582) of Grade 3 students' subjective well-being by employing a multiple-indicator correlated trait-correlated method minus one model, with explanatory variables assessed in Grades 1 and 3. Our findings indicate that the consistency of teacher reports with students' self-reports is relatively low to moderate. Students' gender, academic achievement, intelligence and behavioural skills are significantly associated with the specificity of teacher reports of students' subjective well-being. The teacher-student relationship explains the specificity in teacher reports, with negative associations for conflicts and positive associations for closeness. This study highlights the relevance of behavioural skills and the teacher-student relationship for the alignment between teachers' judgment and self-reports of students' subjective well-being.</div></div><div><h3>Educational relevance and implications statement</h3><div>Accurate teacher judgment of students' subjective well-being is essential for addressing individual differences and for adaptive teaching, which in turn promotes students' academic and socio-emotional development. The findings of this study reveal that teachers' judgment accuracy of students' subjective well-being in Grade 3 is only low to moderate. Students' gender, academic achievement, intelligence and behavioural skills assessed in Grades 1 and 3 significantly relate to teachers' judgment (in-)accuracy of students' subjective well-being. Furthermore, a conflicting teacher-student relationship is negatively associated with teachers' judgment accuracy, while closeness is positively associated. As one of the first studies, our findings point to a nuanced role of student behaviours and teacher-student relationships in shaping teachers' judgments of students' subjective well-being.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102754"},"PeriodicalIF":3.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring individual's emotional and autonomous learning profiles in AI-enhanced data-driven language learning: An expanded sor perspective","authors":"Honggang Liu ,&nbsp;Jiqun Fan ,&nbsp;Miaoyue Xia","doi":"10.1016/j.lindif.2025.102753","DOIUrl":"10.1016/j.lindif.2025.102753","url":null,"abstract":"<div><div>Artificial Intelligence (AI) technology has significantly empowered English as a Foreign Language (EFL) education, effectively addressed the individual needs of learners and advanced research into individual differences under Data-Driven Learning (DDL). Artificial Intelligence (AI) has not only transformed pedagogical approaches in EFL education but has also opened new avenues for Data-Driven Learning (DDL) research, particularly in examining learner individuality through advanced data analytics. In AI-enhanced DDL, studies examining learners' emotional profiles through data are notably rare, and the mechanisms by which emotional differences impact language skill development and academic achievement require further investigation. To address this gap, the current study focuses on 753 undergraduate non-English major students from three universities in East China. It investigates the mediating role of learners' autonomy and changes in learning attitudes on the pathways affecting academic engagement and continuance intention. The study extends the application of the SOR theory within AI-enhanced education, elucidating the psychological and emotional pathways through which external stimuli influence individual academic performance. Additionally, it provides insights into students' emotional regulation in AI-enhanced data-driven learning.</div></div><div><h3>Educational relevance and implications</h3><div>Data-Driven Learning (DDL) is an instructional approach that leverages large datasets, typically from corpora, to facilitate individualized language learning, which is also a significant direction for the application of AI in education. By leveraging AI technologies to analyze personal learning data, especially psychological and emotional data, learners can more efficiently plan their self-directed learning. The current study explores the important role of psychological and emotional factors in AI-enhanced DDL under the context of Artificial Intelligence in Education (AIED), drawing on the Stimulus-Organism-Response (S-O-R) theory and Self-Determination Theory (SDT). The findings of this study provide pedagogical insights for teachers in AIED contexts, enhance learners' individual regulatory capabilities during self-directed learning, and offer practical guidance for the development and optimization of AIED-related software.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102753"},"PeriodicalIF":3.8,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal relationship between mathematics learning engagement and children's mathematics achievement: Different roles of children's mathematics anxiety and positive parenting style","authors":"Han Xiao ,&nbsp;Jingyuan Yang ,&nbsp;Jingyi Zhang ,&nbsp;Huanyu Li ,&nbsp;Xiao Yu","doi":"10.1016/j.lindif.2025.102747","DOIUrl":"10.1016/j.lindif.2025.102747","url":null,"abstract":"<div><div>To clarify how individual factors (i.e., mathematics learning engagement and mathematics anxiety) and family environmental factors (i.e., parenting style) longitudinally contribute to children's mathematics achievement, 323 Chinese primary school children (<em>M</em>age = 10.02 ± 0.88, 58.51 % girls) were measured at 3 times (June 2021, December 2021 and June 2022). After controlling for gender, age, and T1 mathematics achievement, children's T1 mathematics anxiety played a fully mediating role between T1 mathematics learning engagement and T2 (T3) mathematics achievement. T2 mathematics anxiety and T2 mathematics achievement played fully longitudinal chain mediating roles between T1 mathematics learning engagement and T3 mathematics achievement. Moreover, T2 positive parenting style moderated the path from children's T1 mathematics learning engagement to T2 mathematics anxiety, demonstrating the stress sensitization model of moderation. With China's new educational legislation, these findings provide a glimpse into the crucial mechanisms in the long-term associations related to children's mathematics learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102747"},"PeriodicalIF":3.8,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144548429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unraveling the reciprocal effects and micro-development of metacognitive monitoring strategies and monitoring judgments: A micro-genetic diary study","authors":"Marion Händel ,&nbsp;Ulrike Nett ,&nbsp;Donna Bryce ,&nbsp;Markus Dresel","doi":"10.1016/j.lindif.2025.102748","DOIUrl":"10.1016/j.lindif.2025.102748","url":null,"abstract":"<div><div>For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, <em>N</em> = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments, while the quality of monitoring strategies and prompted judgment accuracy did not influence each other significantly.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study showed that students metacognitively monitor their learning in an intense exam preparation phase via monitoring strategies as well as spontaneous judgments, regardless of prior performance or gender. As their spontaneous judgments were influenced by the quality of their reported monitoring strategies, the training of monitoring strategies seems an ideal starting point to foster metacognitive monitoring in students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102748"},"PeriodicalIF":3.8,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personalizing simulation-based learning in higher education","authors":"Elisabeth Bauer ,&nbsp;Nicole Heitzmann ,&nbsp;Maria Bannert ,&nbsp;Olga Chernikova ,&nbsp;Martin R. Fischer ,&nbsp;Anne C. Frenzel ,&nbsp;Martin Gartmeier ,&nbsp;Sarah I. Hofer ,&nbsp;Doris Holzberger ,&nbsp;Enkelejda Kasneci ,&nbsp;Jenna Koenen ,&nbsp;Christian Kosel ,&nbsp;Stefan Küchemann ,&nbsp;Jochen Kuhn ,&nbsp;Tilman Michaeli ,&nbsp;Birgit J. Neuhaus ,&nbsp;Frank Niklas ,&nbsp;Andreas Obersteiner ,&nbsp;Jürgen Pfeffer ,&nbsp;Michael Sailer ,&nbsp;Frank Fischer","doi":"10.1016/j.lindif.2025.102746","DOIUrl":"10.1016/j.lindif.2025.102746","url":null,"abstract":"<div><div>As digitalization progresses and technologies advance rapidly, digital simulations offer great potential for learning professional practices in contexts such as medical or teacher higher education. The technological advancements increasingly facilitate the personalization of learning support to meet the individual needs of learners, whose diverse prerequisites influence their learning processes, activities, and outcomes. However, systematic approaches to combining technologies with educational theories and evidence are scarce. In this article, we propose to use data on relevant learning prerequisites and learning processes as a basis for personalizing feedback and scaffolding to facilitate learning with simulated practice representations. We connect theoretical concepts with methodological and technical approaches (e.g., using artificial intelligence) for modeling important learner variables as a basis for personalized learning support. The interplay between the learner and the simulation environment is outlined in a conceptual framework which may guide systematic research on personalized learning support in digital simulations.</div></div><div><h3>Educational relevance statement</h3><div>This paper introduces a conceptual framework, which aims to advance personalized simulation-based learning in higher education. Digital simulations can provide tailored learning experiences that adapt to students' individual differences and needs, using artificial intelligence and other technological advances. This approach might have the potential to transform learning in higher education by increasing student engagement and the effectiveness of learning professional knowledge and skills. The framework is discussed along five central questions of personalized learning, which may guide systematic research on how simulations can accommodate learners' diverse prerequisites and processes. In doing so, the framework provides a starting point for interdisciplinary research collaborations aimed at developing design principles for personalized simulation-based learning in higher</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102746"},"PeriodicalIF":3.8,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}