1 Universidad Autónoma Metropolitana, Unidad Lerma (MEXICO)
2 Universidad Autónoma Metropolitana (MEXICO)
3 Universidad Autónoma de la Ciudad de México (MEXICO)
4 Universidad de Guadalajara (MEXICO)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 11336-11340
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.2817
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Recent studies show that the motivation of students deteriorates as they are close to becoming part of Higher Education. The Gallup student survey study, commitment of the students is defined as their participation and enthusiasm with the school. The results show that 74% of elementary students are engaged, and only 34% of high school students remain committed. What to do in the face of such problems?

 Learning personalization acquires an important relevance to encourage motivation and the desire to acquire knowledge as a key factor for students to acquire meaningful learning. Personalization can be presented in different dimensions: design of educational resources; the learning process; the accompaniment of the student; and the evaluation. This research work present a model of personalization of learning. 

The model considers the student's profile (integrates information associated with their personal interests, their learning style and style of thinking), as starting point to make an initial personalization that will be adapted as the student advances in their academic formation.

 Tests have been carried out at the Autonomous Metropolitan University, starting with the personalization of the design of educational resources (podcast, knowledge capsules and digital learning objects) for blended learning courses. Different learning strategies have been integrated such as: problem-based learning, project-based learning, gamification, as well as personalizing learning activities. With regard to accompaniment, tests have been carried out in which teacher personalized attention is included, automated follow-up, accompaniment by students advanced, from which positive and negative experiences are recovered. Finally, the evaluation has been diversified according to the student's style of thinking, which leads us to observe the development of cognitive activities in theory and in practice.

 The results show that the personalization of educational resources is not a key factor to improve students' motivation, since they prefer those with which they can interact, regardless of the student's learning profile. However, the personalization of the learning process becomes important when applying pedagogical strategies such as learning by projects applied to real life selected by the student and gamification. Undoubtedly, the accompaniment is a key ingredient in the motivation of the student, especially if it is done by students of advanced degrees in addition to the teacher. Finally, evaluation is considered as another learning experience. By personalizing the evaluation, student learning is valued from different angles, both in a quantitative and qualitative aspect, observing the development of their cognitive abilities.

It can be concluded that an integral model of personalization of learning fosters motivation and maintains the student's interest in acquiring new knowledge, identifying what they like and want to do in life. Even more if it is done in a transdisciplinary environment in which you interact with colleagues from other disciplines.
Learning personalization, encourage motivation, student engagement, student's profile.