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The Learning Value of Personalization in Children's Reading Recommendation Systems: What Can We Learn From Constructionism?

Kucirkova, N; (2019) The Learning Value of Personalization in Children's Reading Recommendation Systems: What Can We Learn From Constructionism? International Journal of Mobile and Blended Learning , 11 (4) 10.4018/IJMBL.2019100106. Green open access

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Abstract

This article critically reviews the personalization logic embedded in reading recommendation systems developed for 2- to 11-year-old children and its (dis)alignment with Papert's constructionist and socio-constructionist theories of learning. It is argued that the current design fails to incorporate the computer culture that Papert envisioned for children's learning. While the personalization design focuses on child-centered design, it restricts the child's contribution to the database, minimises children's agency in shaping it and reinforces individual models of learning. The paper recommends that reading recommendation systems provide opportunities for what Papert described as self-discovery, experimentation, and development of abstract knowledge. Recommendation algorithms need to work in conjunction with diversification mechanisms to challenge and widen children's thinking and diversification should not be conflated with randomization. Practical examples are provided so that the approach described in this article can be used as a foundation for conceptualising and designing children's reading recommendation systems and data-based personalized learning more broadly.

Type: Article
Title: The Learning Value of Personalization in Children's Reading Recommendation Systems: What Can We Learn From Constructionism?
Open access status: An open access version is available from UCL Discovery
DOI: 10.4018/IJMBL.2019100106
Publisher version: https://doi.org/10.4018/IJMBL.2019100106
Language: English
Additional information: This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and production in any medium, provided the author of the original work and original publication source are properly credited.
Keywords: Agency, Constructionism, Early Literacy, Open-Ended Design, Papert, Personalisation, Personalized Algorithms, Recommender Systems
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10056614
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