The Impact of Technology-Supported Personalized Learning on Academic Efficacy, Academic Achievement and Student Well-Being in Higher Education Institutions in Vietnam
DOI:
https://doi.org/10.31305/rrijm.2025.v10.n3.024Keywords:
Academic achievement, academic efficacy, personalized learning, technology, well-beingAbstract
In the context of modern education, the integration of technology into personalized learning has brought significant improvements, enhancing both teaching quality and the learning experience. This study analyzes the impact of technology-supported personalized learning on students' academic efficacy, academic performance, and overall well-being at higher education institutions in Vietnam. The findings indicate that when technology is integrated into a learner-centered teaching method, providing students with greater voice and choice in their learning process, academic efficacy, academic achievement, and student well-being all improve significantly. Based on these insights, the study proposes solutions to optimize the application of technology in personalized learning models, contributing to the enhancement of education quality and the well-being of students.
References
Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English language teaching, 6(10), 235-244, 10.5539/elt.v6n10p235.
Alipour Birgani, S., Sedaghat, F., & Saghaghi, H. (2017). Investigating the relationship between academic self-efficacy and spiritual intelligence with psychological well-being of Jundishapur students in Ahvaz. Journal of New Advances in Behavioral Sciences, 1(1), 14-21.
Asghari, F., Saadat, S., Atefi Karajvandani, S., & Janalizadeh Kokaneh, S. (2014). The relationship between academic self-efficacy and psychological well-being, family cohesion, and spiritual health among students of Kharazmi University. Iranian Journal of Medical Education, 14(7), 581-593.
Bandura, A. (1997). Self-efficacy: The exercise of control. WH Freeman/Times Books/Henry Holt & Co.
Bansal, P., & Pahwa, J. (2015). Hardiness and achievement motivation as factors of academic achievement. Elixir Psychology, 78, 29751-29754.
Bộ Giáo dục và Đào tạo Việt Nam (2021). Thông tư số 08/2021/TT-BGDĐT ban hành Quy chế đào tạo trình độ đại học. Ban hành ngày 18 tháng 3 năm 2021.
Đinh Thị Thi & Lê Thái Phượng (2022). Các nhân tố ảnh hưởng đến cảm nhận hạnh phúc của sinh viên - Nghiên cứu tại trường Đại học Kiến trúc Đà Nẵng. TNU Journal of Science and Technology, 227(12), 34-44. https://doi.org/10.34238/tnu-jst.6230.
Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational studies, 30(2), 127-143, 10.1080/0305569032000159787.
FitzGerald, E., Jones, A., Kucirkova, N., & Scanlon, E. (2018). A literature synthesis of personalised technology-enhanced learning: what works and why. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2095.
Hair Jr, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis with readings. Prentice-Hall, Inc.
Hermans, H., Kalz, M., & Koper, R. (2013). Toward a learner-centered system for adult learning. Campus-Wide Information Systems, 31(1), 2-13. 10.1108/CWIS-07-2013-0029.
Hồ Thị Trúc Quỳnh & Nguyễn Văn Bắc (2021). Thành tích học tập và đau khổ tâm lý ở sinh viên Việt Nam: Vai trò trung gian của căng thẳng học tập. Tạp chí Tâm lý học Số, 8, 36-45.
Hochschild Ovalle, H., Nussbaum, M., Claro, S., Espinosa, P., & Alvares, D. (2024). Happiness at School and Its Relationship with Academic Achievement. Education Sciences, 14(12), 1321. https://doi.org/10.3390/educsci14121321.
Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary educational psychology, 24(4), 330-358. https://doi.org/10.1006/ceps.1999.0993.
Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. 10.1186/s40561-023-00280-8.
Kumar, K. L., & Owston, R. (2016). Evaluating e-learning accessibility by automated and student-centered methods. Educational Technology Research and Development, 64, 263-283. 10.1007/s11423-015-9413-6.
Major, L., & Francis, G. A. (2020). Technology-supported personalised learning: a Rapid Evidence Review (Rapid Evidence Review No. 1). EdTech Hub. https://doi.org/10.17863/CAM.59538.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. University of Michigan.
Mincer, J. (1974). Schooling, experience, and earnings. National Bureau of Economic Research.
Ngô Thành Trung (2022). Mối quan hệ giữa vốn tâm lý học tập, cảm xúc tích cực liên quan học tập và kết quả học tập của sinh viên. Trung tâm Thông tin và Thống kê Khoa học và Công nghệ (CESTI).
Otto, S., Bertel, L. B., Lyngdorf, N. E. R., Markman, A. O., Andersen, T., & Ryberg, T. (2024). Emerging digital practices supporting student-centered learning environments in higher education: A review of literature and lessons learned from the COVID-19 pandemic. Education and Information Technologies, 29(2), 1673-1696. https://doi.org/10.1007/s10639-023-11789-3.
Renshaw, T. L., Long, A. C., & Cook, C. R. (2015). Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. School psychology quarterly, 30(4), 534. https://doi.org/10.1037/spq0000088.
Santoso, H. B., Schrepp, M., Isal, R. Y. K. I., Utomo, A. Y., & Priyogi, B. (2016). Measuring user experience of the student-centered e-learning environment. Journal of Educators Online, 13(1), 58-79. 10.9743/JEO.2016.1.5.
Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?. Computers & education, 136, 75-86. 10.1016/j.compedu.2019.03.006.
Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning - its impact on instructional quality. The Journal of educaTional research, 115(3), 187-198. https://doi.org/10.1080/00220671.2022.2089086.
Sebba, J., Brown, N., Steward, S., Galton, M., & James, M. (2007). An investigation of personalised learning approaches used by schools. Nottingham: DfES Publications.
Serban, C., & Vescan, A. (2019). Advances in designing a student-centered learning process using cutting-edge methods, tools, and artificial intelligence: an e-learning platform. Proceedings of the 1st ACM SIGSOFT International workshop on education through advanced software engineering and artificial intelligence. Association for Computing Machinery, 39-45.
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), 33. 10.1186/s40561-020-00140-9.
Tabbodi, M., Rahgozar, H., & Makki Abadi, M. M. (2015). The relationship between happiness and academic achievements. European Online Journal of Natural and Social Sciences: Proceedings, 4, 241-246.
U.S. Department of Education (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Washington.
Waldrip, B., Cox, P., Deed, C., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., Lovejoy, V., Mow, L., Prain, V., Sellings, P., & Yager, Z. (2014). Student perceptions of personalised learning: Development and validation of a questionnaire with regional secondary students. Learning Environments Research, 17, 355-370. https://doi.org/10.1007/s10984-014-9163-0.
Walkington, C., & Bernacki, M. L. (2018). Personalization of instruction: Design dimensions and implications for cognition. The Journal of Experimental Education, 86(1), 50-68. https://doi.org/10.1080/00220973.2017.1380590.
Zheng, Z., & Mustappha, S. M. (2022). A literature review on the academic achievement of college students. Journal of Education and Social Sciences. 20(1), 11-18.
Zhu, S. (2016). A review of college students' academic achievement research. Teaching and Education (Higher Education Forum), 27, 36-38.
Zimmerman, B. J. (1995). Self-efficacy and educational development. In Self-efficacy in changing societies, Bandura, A. (Ed.), Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.009.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).
