Impact of personality traits on learners' navigational behavior patterns in an online course: a lag sequential analysis approach.

Personality is considered as the internal factor that defines a person's behavior. Therefore, providing adaptive features and personalized support in online learning by considering learners' personalities can improve their learning experiences and outcomes. In this context, several research studies have investigated the impact of personality differences in online learning.

Game-Based Learning for Learners With Disabilities-What Is Next? A Systematic Literature Review From the Activity Theory Perspective.

The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities.

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions.

Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students' learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers' and students' individual differences, such as their behaviors and attitudes, might impact their adoption of BL.