The influence of personalized learning on the development of learning enjoyment

Abstract

Given the relevance of learning enjoyment, its decrease in secondary school is concerning. Following the stage-environment fit theory, we investigated whether personalized learning in general and its two key features, choice and voice in particular, influence learning enjoyment and its development. We analyzed longitudinal data from 1241 students surveyed in grade 8 (average age: 14.9 years) and one year later in grade 9. Latent change models indicate a decline in learning enjoyment that depends on the initial value. Both the extent of personalization in schools and the students' perception of choice and voice are positively related to learning enjoyment. In addition, a change in students' perception of having a say (voice) affects the development of learning enjoyment. This article emphasizes the importance of voice for the development of learning enjoyment in the context of personalized learning. Because of the very limited student perception of opportunities for voice, there is considerable potential to foster learning enjoyment.

Keywords

• Personalized learning
• Voice
• Choice
• Enjoyment
• Secondary education