Deployment of information processing theory to support adaptive e-learning systems: Feasibility study

Abstract

Digital transformation has led to the exponential advancement of e-learning platforms. Multimedia content plays a vital role in supporting knowledge dissemination for adaptive e-learning systems. However, online learners' cognitive preferences towards such multimedia contents have been less explored, and most of the e-learning adaptive systems models have not yet enrolled learners' cognitive processes. Thus, the digital divide between millennials and generation Z has evolved due to the lack of dynamic personalization of e-learning multimedia content with respect to learners' metacognitive styles. In order to address that challenge, this feasibility study approach is aimed at exploring the possibility of deploying information processing theory on adaptive e-learning platforms to support the enrolment of learners' metacognitive styles for e-learning multimedia content personalization, which in turn eradicates the existing digital divide. This study survey results suggest that the deployment of information processing theory on adaptive e-learning systems is feasible and optimal learning can be obtained when multimedia content personalization meets generation Z preferences.