A Systematic Review of Technology-Driven Interest-Based Learning Environments

Abstract

Personalized learning has been rising to the forefront in the past few decades. One promising form of personalized learning is Interest-Based Learning or IBL. IBL leverages a learner’s interests and integrates them into traditional learning to create relevance with the learning content. It seeks to positively impact learning-related variables such as motivation, attention, and self-efficacy. This approach, although explored in specific applications and contexts, lacks a holistic review of its development over the years, particularly when dealing with its manifestation through technology. This systematic review aims to fill in some of the critical gaps by analyzing: (i) the conceptualization of interest within IBL; (ii) the implementation of IBL strategies; and (iii) the integration of technologies in technology-driven IBL environments. Based on a review of the literature, existing problems and challenges for technology-driven IBL are identified, along with potential research gaps and future directions.