ADAPTIVE LEARNING AND AFFECTIVE COMPUTING: TEACHING PRACTICE AND INNOVATION FOR COMPREHENSIVE TRAINING IN HIGHER EDUCATION.
The rapid integration of emerging technologies in higher education has transformed teaching practices, highlighting the need for adaptive and emotionally responsive learning environments. This study presents a systematic review and theoretical analysis focused on adaptive learning and affective comp...
| Published in: | Scientific Culture Vol. 11; no. 4; pp. 1731 - 1739 |
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| Main Authors: | , |
| Format: | Literature Review |
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University of the Aegean
2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191047208&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191047208 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 24080071 I6HU jtl: Scientific Culture issn: 24080071 maglogo: N pubinfo: dt: 2025 vid: 11 iid: 4 pid: 47715 pub: University of the Aegean artinfo: ui: 191047208 10.5281/zenodo.11425226 ppf: 1731 ppct: 8 formats: tig: atl: ADAPTIVE LEARNING AND AFFECTIVE COMPUTING: TEACHING PRACTICE AND INNOVATION FOR COMPREHENSIVE TRAINING IN HIGHER EDUCATION. aug: au: Martinez, Olga Naveda, Alexa Senior affil: Universidad de la Costa (CUC) su: Affective computing Higher education Student development Student engagement Individualized instruction Teaching experience Educational technology Instructional systems sug: subj: Affective computing Higher education Student development Student engagement Individualized instruction Teaching experience Educational technology Instructional systems keyword: Adaptive Learning Affective Computing Educational Technology Emergent Pedagogy Higher Education Teaching Practice ab: The rapid integration of emerging technologies in higher education has transformed teaching practices, highlighting the need for adaptive and emotionally responsive learning environments. This study presents a systematic review and theoretical analysis focused on adaptive learning and affective computing as complementary tools to strengthen teaching practice and promote holistic student development. Through a documentary design supported by content analysis and a PRISMA-guided selection of 62 articles published between 2019 and 2024, the research identifies the theoretical foundations, methodological approaches, and emerging trends that support innovative, personalized, and emotionally safe learning environments. The results show that adaptive learning--supported by big data and artificial intelligence--facilitates instructional personalization, while affective computing allows the recognition and response to students' emotional states, enhancing engagement, motivation, and academic performance. The review also reveals the challenges that educators face, such as the need for technopedagogical training, ethical considerations, and infrastructure. Overall, the study provides the conceptual basis for the development of a didactic-technological model that integrates adaptive learning and affective computing in higher education, offering an interdisciplinary perspective to improve teaching practice and contribute to students' integral formation. pubtype: Academic Journal doctype: Literature Review src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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