Learning Characteristics Research Articles

The Effects of Learner Characteristics on Learning Flow and Learning Satisfaction in the Flipped Learning of Chinese Beauty Major College Students

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning self-efficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.

Using learning analytics to alleviate course and student support administrative load for large classes: a case study

PurposeLarge class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common strategies is for the course convenor to proactively monitor student engagement with learning activities against their assessment outcomes and intervene timely. Learning analytics has been increasingly adopted to provide these insights into student engagement and their performance. This case study explores how learning analytics can be used to meet the convenor’s requirements and help reduce administrative workload in a large health science class at the University of New South Wales.Design/methodology/approachThis case-based study adopts an “action learning research approach” in assessing ways of using learning analytics for reducing workload in the educator’s own context and critically reflecting on experiences for improvements. This approach emphasises reflexive methodology, where the educator constantly assesses the context, implements an intervention and reflects on the process for in-time adjustments, improvements and future development.FindingsThe results highlighted ease for the teacher towards the early “flagging” of students who may not be active within the learning management system or who have performed poorly on assessment tasks. Coupled with the ability to send emails to the “flagged” students, this has led to a more personal approach while reducing the number of steps normally required. An unanticipated outcome was the potential for additional time saving through improving the scaffolding mechanisms if the learning analytics were customisable for individual courses.Originality/valueThe results provide further benefits for learning analytics to assist the educator in a growing blended learning environment. They also reveal the potential for learning analytics to be an effective adjunct towards promoting personal learning design.

Integrating Business Analytics in Educational Decision-Making: A Multifaceted Approach to Enhance Learning Outcomes in EFL Contexts

This study introduces a framework that integrates business analytics into educational decision-making to improve learner engagement and performance in Massive Open Online Courses (MOOCs), focusing on learning environments in English as a Foreign Language (EFL). By examining three specific research questions, this paper delineates patterns in learner engagement, evaluates factors that affect these patterns, and examines the relationship between these factors and educational outcomes. The study provides an empirical analysis that elucidates the connection between learner behaviors and learning outcomes by employing machine learning, process mining, and statistical methods such as hierarchical clustering, process discovery, and the Mann–Kendall test. The analysis determines that learning patterns, characterized as single-phase or multi-phase, repetitive or non-repetitive, and sequential or self-regulated, are more closely associated with the nature of the educational content—such as books, series, or reading levels—than learner characteristics. Furthermore, it has been observed that learners exhibiting self-regulated learning patterns tend to achieve superior academic outcomes. The findings advocate for integrating analytics in educational practices, offer strategic insights for educational enhancements, and propose a new perspective on the connection between learner behavior and educational success.

Character Alive: Designing and Evaluating a Tangible System to Support Children’s Chinese Radical and Character Learning

Character Alive: Designing and Evaluating a Tangible System to Support Children’s Chinese Radical and Character Learning

The Effectiveness of Gamification in Online Learning

Purpose: The main objective of this study was to examine the effectiveness of gamification in online learning.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the effectiveness of gamification in online learning. Preliminary empirical review revealed that gamification significantly enhances online student engagement, motivation, and learning outcomes. It emphasized the importance of carefully integrating gamification elements aligned with course objectives and tailoring strategies to meet diverse learner preferences for maximum impact in the online learning environment.
 Unique Contribution to Theory, Practice and Policy: The Self-Determination Theory (SDT), Flow Theory and the Cognitive Load Theory may be used to anchor future studies on gamification and online learning. Based on the study on the effectiveness of gamification in online learning, several key recommendations can be made. First, educators and instructional designers should thoughtfully incorporate gamification elements into online courses, ensuring alignment with learning objectives. Clear instructions and timely feedback within gamified components are crucial for student engagement. Customization of gamification to cater to diverse learner preferences and characteristics is recommended, with options for students to choose their level of engagement. Lastly, institutions and instructors should regularly evaluate and iterate on gamification strategies to ensure their continued effectiveness and alignment with evolving online learning needs, treating gamification as a dynamic tool for enhancing online engagement and learning outcomes.

대학 내 혁신교수법 적용의 한계점과 개선방안에 관한 질적 메타분석

Objectives The purpose of this study is to comprehensively analyze the limitations and improvement methods presented in studies that have applied innovative teaching methods to higher education students so far, to derive comprehensive results, and to examine the meaning of effective application in the future.
 Methods For this purpose, a total of 43 related studies were collected and analyzed using qualitative meta-analy-sis research methods according to the 6 steps. In other words, it went through the process of setting a topic, se-lecting research materials, coding and categorizing data, comparing and analyzing research, deriving results, de-riving comprehensive results, and diagramming. And in order to increase the validity and reliability of data analysis, triangulation verification was conducted with 2 relevant experts.
 Results As a result of the study, it was possible to comprehensively conclude that the limitations and improve-ment methods of innovative teaching methods are all related to three common factors: subject characteristics, learner characteristics, and instructor role. And as a result of examining the meaning of future effective application according to comprehensive results, each type of innovative teaching method must be appropriate for the sub-ject's goals or content in relation to the subject characteristics. And regarding learner characteristics, the learner's grade, major, and learning type must be considered, and the role of the instructor must be considered. It was found that positive effects can be expected when applied with consideration of the roles of lesson planning, managing, and evaluating.
 Conclusions The results of this study are expected to be helpful in applying innovative teaching methods more effectively in the future to achieve positive effects.

한글 자형에 대한 일본인 입문 학습자의 시각적 인식 양상 연구

Objectives The purpose of this study is to examine the visual recognition of Hangul consonants among Japanese beginner learners using data from a visual recognition survey. It aims to identify the consonants that learners find visually challenging to distinguish and to provide educational implications for the instruction of Hangul characters at the introductory level.
 Methods An online survey using Google Forms was conducted among 129 Japanese beginner learners studying Korean as an elective liberal arts course at universities in Japan. This survey involved two rounds of visual recog-nition tests on 19 consonant characters. The tests were employing a form constancy testing method where partic-ipants were required to identify Hangul characters that matched the form of the given examples.
 Results In comparison to the first survey, the average score of the second survey increased by 0.39 points, but the difference between the average scores of the first and second surveys was not statistically significant. It was also confirmed that the order of learning Hangul characters and their frequency of appearance did not have a sig-nificant effect on the visual recognition of character forms. In the error analysis of Japanese beginner learners, er-rors due to native language, target language, and curriculum were found, and some errors due to native language and target language were interpreted as errors due to the influence of font styles.
 Conclusions Japanese beginner learners encounter difficulties in the visual recognition of Hangul characters dur-ing the Korean language learning process. Exposure to these characters in textbooks is insufficient for accurate recognition of their forms, necessitating continuous character form education. It is particularly noted that the de-tailed features of Hangul characters and variations in font styles are significant factors for Japanese learners. This approach is anticipated to serve as foundational data for enhancing understanding of Hangul character learning and for developing effective teaching methods.

Effective character teaching methods for L1 English Chinese-as-a-foreign-language learners

Abstract Chinese character instruction has been one of the most challenging aspects in teaching Chinese as a Foreign Language (CFL). CFL teachers need access to a pool of effective character teaching methods to practice evidence-based and research-informed teaching. This synthesis study comprises an exhaustive search of literature published from 1952 to the present on character instruction for L1 English CFL learners and a systematic review of 22 articles identified through that search. The articles were cross analyzed in terms of research methods, learners’ proficiency levels, learning settings, methodological approaches, and theoretical bases. The analysis found an increasing number of studies on character teaching methods in the past ten years and that technology plays an important role in the design of these methods. Six categories of character instructional methods were identified out of the 39 methods examined in the literature. Within five of the categories, effective methods were identified, described, and discussed. Analysis of the data points out the strengths and weaknesses of the current research on character teaching and highlights the need for more research on character learning with younger learners and on using different approaches at the curriculum level. This article concludes by identifying the next steps to take and calling for more action research to examine the application cycle of these effective methods in classroom teaching.

Collaborative Optimization of Learning Team Formation Based on Multidimensional Characteristics and Constraints Modeling: A Team Leader-Centered Approach via E-CARGO

With the massive popularization of e-learning, collaborative learning via learning teams has become indispensable to enhancing the learning efficiency and learning quality of overall learners. The team leader usually plays a key role in collaborative learning. However, the existing research ignores the key characteristics of learners and constraints relevant to e-learners when identifying appropriate team leaders and compatible members. A novel collaborative optimization approach to learning team formation is proposed based on a refined learner model and the environments—classes, agents, roles, groups, and objects (E-CARGO) model. With the proposed approach, a learner is modeled by combining 5-D characteristics (i.e., cognitive ability, leadership, sociability, learning style, and personality) and three types of constraints (e.g., conflicts, genders, and the number of members), and an assessment mechanism is designed to measure the comprehensive abilities of learners for identifying an ideal team leader and selecting the team members for a team. By innovatively introducing the role-based collaboration theory and E-CARGO model, the leader-centered learning team formation problem is formalized as a collaborative optimization problem. The mathematical model and the constraint relations are established for this problem, which is solved based on the IBM CPLEX package. Finally, a case study and experiments demonstrate that the proposed approach is efficient and feasible, in favor of improving the satisfaction degree of learners.

대학 핵심역량기반 학습역량 측정도구 개발 및 효과 탐색

Objectives This study aims to develop a scale to measure a set of learning competence elements based on the core college competencies by extracting them and investigating their effects by applying an extracurricular pro-gram to reinforce the competence of low performers in learning.
 Methods For these purposes, the investigator tested the scale for its content validity with two Delphi surveys based on previous studies, selecting 176 items after the first survey and six components and 51 preliminary items after the second one. The main study carried out a confirmatory factor analysis to test the items by the component in fitness, reliability, and validity with students who participated in the extracurricular program and tested the model for fitness based on discriminant and convergent validity with AMOS 21.0.
 Results Based on the results, the study developed a scale to measure learning competence with six components and 35 items. To investigate its effects, the extracurricular program to reinforce learning competence was applied to ten low performers in learning in two semesters with changes to their learning competence measurements analyzed. The analysis results show that there were significant outcomes for learning motives, self-directed, cre-ative convergence, learning strategies, and community spirit under the six components and no significant out-comes for learning affection.
 Conclusions Based on these findings, the study offers some objective ground data helpful for each college and university to develop a custom scale to measure learning competence based on the core competencies, measure the degree of competence cultivation based on the characteristics of learners, and assess outcomes with custom extracurricular program supports, thus holding its research implications. Furthermore, we aim to lay the founda-tion for practicing and strengthening core competency education.

Articulatory phonetic errors and patterns in Thai BIPA speakers: A study at SWM School Thailand

The tendency for Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian as a Foreign Language (IFL) speakers' pronunciation errors makes specific patterns from an articulatory phonetic perspective. This approach is still limited, and the competence in pronouncing language is challenging. This study analyzes articulatory phonetic errors of vowels and consonants of BIPA Songserm Wittaya Mulniti (SWM) School Thailand speakers to find their reasons and patterns. This type of qualitative research used the listening-involved-conversation data collection technique as well as the equivalence and distributional analysis methods. The results showed 671 pronunciation errors; 184 vowels and 389 consonants. The majority of vowel errors are double vowels [uwa], open front [a], and near-close near-back [ʊ] based on the proximity of the tongue positions, movements of the tongue, lip position, and English interference. The majority of consonant errors are apico-alveolar trill [r] and lateral [l], lamino-palatal [ɲ], and dorso-velar [ŋ] based on the articulator and points of articulation, the similarity of the air passages, movement of the vocal cords, interference of air currents, and the interference of another language. The patterns formed were tendencies based on most errors, replacements, omissions, additions, omissions-replacements, replacements-additions, cutting of syllables, and phoneme errors that change the morpheme. Therefore, many errors formed a series of similarities and structured patterns, especially for consonants that had different pronunciation rules from the mother tongue. Practically, this research can help BIPA teachers develop appropriate learning materials and strategies according to the error patterns and characteristics of learners when pronouncing the language.

Know thy audience: Children teach basic or complex facts depending on the learner's maturity.

What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5- to 7-year-old children (N = 170, 50% female, 68% White; data collection: 2022-2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2.03). Both ages overcame their own preference for complex information when teaching infants (h = .45). Children's reflections on why they made particular pedagogical choices did not predict audience-contingent teaching. The findings suggest that young children can infer what kind of information is suitable given a learner's maturity, with a key developmental progression between ages 5 and 7.

구조적 토픽 모형을 활용한 기초학력 관련 담론 및 정책 동향 분석

Purpose: This study aims to investigate discourse and policy trends in basic academic achievement
 by analyzing texts associated with the subject. Exploring main topics and their changes in response
 to the dynamics of basic academic achievement guarantee policies will provide insights that can
 contribute to the development and improvement of relating policies.
 Methods: Structural Topic Modeling (STM) was employed to extract topics in analyzing academic
 journal articles, Ministry of Education press releases, and media articles. The topic prevalence was
 estimated and statistically tested in relation to the phases of the basic academic achievement guarantee
 policy, namely growth period, transition period, and confusion period. These policy phases served
 as metadata for the analysis.
 Results: Seven topics were extracted from academic journal articles, including academic achievement
 assessment, the characteristics of underachievers, and basic academic achievement policies. Another
 seven topics emerged in the Ministry of Education press releases, including basic academic achievement
 improvement programs, customized support for educational welfare, and online class and learning loss
 support. In media articles, nine topics were identified, including basic academic achievement
 improvement programs, support for linking specialized institutions, and controversies over how to
 conduct diagnostic evaluation. The prevalence of these topics changed over the policy phases.
 Conclusion: The study suggests that research on learner characteristics and vulnerable groups should
 be continued and expanded. It also emphasizes the importance of establishing long-term policies,
 fostering social consensus to strengthen the diagnosis of basic academic achievement, and providing
 support to enhance teachers’ expertise on basic academic achievement.

PENGARUH LITERASI DIGITAL, KREATIVITAS, DAN KETERAMPILAN PEDAGOGI TEKNOLOGI TERHADAP PENGGUNAAN LMS MOODLE BAGI GURU SEKOLAH XYZ

Learning activities must be aligned with the characteristics of current learners to ensure they are ready for the future. The current category of students is Z generation and Alpha where when they are born and grow up very familiar with technology. A challenge for teachers in applying technology in learning activities because it is not just moving learning activities into technology platforms but how to utilize technology in accordance with pedagogic concepts so that learning runs effectively. This study aims to analyze the influence of digital literacy, creativity, and technology pedagogy on the use of Moodle's Learning Management System (LMS) for teachers. This research is quantitative research with Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach, where the data was analyzed using the SmartPLS program version 4.0. involving the entire teacher population in XYZ School totaling 114 people. Data was collected using survey methods using instruments in the form of questionnaires. The results showed that digital iterations and teacher technology pedagogy positively affected the use of the Moodle LMS and there was no relationship between teacher creativity and the use of the Moodle LMS

Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review

BackgroundFacilitator-led debriefings are well-established for debriefing groups of learners in immersive simulation-based education. However, there has been emerging interest in self-led debriefings whereby individuals or groups of learners conduct a debriefing themselves, without the presence of a facilitator. How and why self-led debriefings influence debriefing outcomes remains undetermined.Research aimThe aim of this study was to explore how and why in-person self-led debriefings influence debriefing outcomes for groups of learners in immersive simulation-based education.MethodsAn integrative review was conducted, searching seven electronic databases (PubMed, Cochrane, Embase, ERIC, SCOPUS, CINAHL Plus, PsychINFO) for peer-reviewed empirical studies investigating in-person self-led debriefings for groups of learners. Data were extracted, synthesised, and underwent reflexive thematic analysis.ResultsEighteen empirical studies identified through the search strategy were included in this review. There was significant heterogeneity in respect to study designs, aims, contexts, debriefing formats, learner characteristics, and data collection instruments. The synthesised findings of this review suggest that, across a range of debriefing outcome measures, in-person self-led debriefings for groups of learners following immersive simulation-based education are preferable to conducting no debriefing at all. In certain cultural and professional contexts, such as postgraduate learners and those with previous debriefing experience, self-led debriefings can support effective learning and may provide equivalent educational outcomes to facilitator-led debriefings or self-led and facilitator-led combination strategies. Furthermore, there is some evidence to suggest that self-led and facilitator-led combination approaches may optimise participant learning, with this approach warranting further research. Reflexive thematic analysis of the data revealed four themes, promoting self-reflective practice, experience and background of learners, challenges of conducting self-led debriefings and facilitation and leadership. Similar to facilitator-led debriefings, promoting self-reflective practice within groups of learners is fundamental to how and why self-led debriefings influence debriefing outcomes.ConclusionsIn circumstances where simulation resources for facilitator-led debriefings are limited, self-led debriefings can provide an alternative opportunity to safeguard effective learning. However, their true value within the scope of immersive simulation-based education may lie as an adjunctive method alongside facilitator-led debriefings. Further research is needed to explore how to best enable the process of reflective practice within self-led debriefings to understand how, and in which contexts, self-led debriefings are best employed and thus maximise their potential use.

Development of Comic Media Based on Pancasila Student Profiles on the Dimensions of Faith, Piety, and Noble Character in Elementary School

This research aims to develop comic media based on Pancasila student profiles with dimensions of faith, piety, and noble character. The development model used is the ADDIE model, namely analysis, design, and development. This research is development research using qualitative and quantitative approaches and the ADDIE model. The data used in this research comes from expert suggestions and comments in qualitative analysis, while in quantitative analysis, scores obtained from experts and students are used. This research was conducted at SDN 169 Pekanbaru, with a focus on implementing the Pancasila student profile of the dimensions of faith, piety, and noble character as part of the independent learning curriculum. The data sources in this research are teachers, students, validators, material experts, language experts, and design experts. Data collection was carried out through interviews with the principal of SDN 169 Pekanbaru, observations of student character, and analysis of documents related to the implementation of the independent learning curriculum and the profile of Pancasila students at the school. Qualitative data analysis techniques were carried out using the thematic analysis method. Meanwhile, for quantitative data analysis using descriptive statistical methods, this research produces comic media based on Pancasila student profiles with dimensions of faith, piety, and noble character. The development of this comic media involves the use of Figma and Microsoft Word applications, from creating script sketches and adding color to adding effects to comic scenes. The validity of comic media was declared very valid without revision based on the validation results of material experts, language experts, and design experts, with an overall validity percentage reaching 98.21%. Student responses to this comic media were also positive, with an average of 91.03%. Thus, this comic media is suitable for use as a Pancasila-based character learning tool in elementary schools.

Enacting control with student dashboards: The role of motivation

AbstractBackgroundEven though monitoring and control enactment are key aspects of self‐regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation.ObjectivesTherefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation.MethodsSeventy‐eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning.ResultsThe SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence.ConclusionsThese results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development.

The ACDEA and STAD techniques in the development of grade 9 student learning achievement on literature value analysis

The primary aims of the study were twofold: firstly, to examine the impact of employing the ACDEA (Assessment, Collaboration, Discussion, Exploration, and Analysis) and STAD (Student Teams Achievement Divisions) techniques on the academic performance of ninth-grade students in the analysis of literary values; and secondly, to evaluate the level of satisfaction among students regarding these pedagogical approaches. For this research, 26 grade 9 students from a public school in Thailand were selected through cluster random sampling. To collect data and measure outcomes, an integrated ACDEA and STAD learning management plan was employed, along with a literature evaluation achievement test and a satisfaction questionnaire. The gathered data underwent analysis using various statistical measures, including percentage, mean score, standard deviation, t-test, and effectiveness index, with the effectiveness criterion set at 80/80. The results of the study revealed that the combination of ACDEA and STAD techniques served as an effective learning management plan for the literature value analysis class. Students demonstrated notable improvements in their learning achievements as a result of the collaborative learning approach. Additionally, the students reported high levels of satisfaction with the learning experiences provided by this instructional strategy. The study's contributions to the field of education are significant, as they provide empirical evidence supporting the implementation of ACDEA in language classrooms. Moreover, the collaborative learning model employed in this research holds potential implications for other classes with similar learner characteristics, thereby offering a valuable and practical pedagogical approach.

What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?

Abstract Chinese can be considered as one of the more challenging languages to learn for many non-native learners. Its complicated visual script, the Chinese characters, demands that teachers be proficient in utilizing diverse visual pedagogical approaches, coupled with different digital visual tools, to enhance their teaching effectiveness. Adopting a descriptive qualitative analysis method, interview transcripts from fourteen cfl teachers were examined. There were five online teachers, four university teachers and five pre-service teachers. The findings revealed that: 1) all the teachers use various visual pedagogical approaches, such as pictures, videos, Chinese character digital image files, Chinese character studying applications, and websites, to enhance the effectiveness of Chinese character learning, as well as motivate and engage learners; 2) teachers choose different pedagogical approaches to help students visualise characters as a whole unit or as several separate radical components; 3) the use of Pinyin to input characters on digital devices has been widely taught in class; and 4) online teachers, and some pre-service teachers, have replaced traditional handwriting methods with digital character input methods, whereas university teachers have not made this shift. The ways in which these perspectives relate to the form of Chinese characters and developing teaching practices are discussed.

Application Analysis of English Personalized Learning Based on Large-scale Open Network Courses

In the context of Big data, large-scale open online courses increase learning paths for learners, but in the face of countless high-quality curriculum resources, it is easy for derivative learners to face the dilemma of rich curriculum resources but difficult to choose resources, which leads to information maze for learners. How to help learners quickly and accurately find their own learning resources in the explosive growth of MOOC resources is an urgent problem in the field of education Big data. However, the traditional Collaborative filtering recommendation technology does not perform well when dealing with sparse data and cold start. The recommendation content is repeated and can not effectively deal with high-dimensional and nonlinear data of online learning users, resulting in low efficiency of resource recommendation. Therefore, the study adopts a deep belief network (DBN) to construct a personalized resource recommendation model. The model combines the learner behavior characteristics with the curriculum resource content attribute characteristics to form the learner feature vector. The parameters of the model are adjusted according to the characteristics of learners. Through experiments, the proposed model has shown good performance. The experiment explored the effects of training set size, learner characteristics, and GPU on model performance. The experimental results show that when the training set proportion is 100%, the RMSE, Accuracy, Recall, and F1 values of the model are 0.76, 0.946, 0.957, and 0.951, respectively. When the model is trained using a training set containing learner features, the RMSE, Accuracy, Recall, and F1 values of the model are 0.75, 0.962, 0.908, and 0.958, respectively. After using GPU to accelerate the model, the running time of the model decreased from 360 minutes to 90 minutes. The results indicate that the model cannot effectively mine data information when the degree of correlation between sample information is low. The richer the relationships between samples, the better the performance of the model. Simultaneously learning hunger feature vectors and learner behavior feature vectors for training can significantly improve the recommendation accuracy of the model. The main contribution of this study is to propose a recommendation method based on DBN classification to replace traditional similarity calculation methods, using DBN's efficient feature abstraction and feature extraction capabilities to fully explore learners' interest and preference for course resources. In addition, in view of the common problems of cold start and data sparsity in traditional Collaborative filtering recommendation methods, the research deeply mines the characteristics of learners' Demographics and curriculum resources' content attributes, and constructs a learner interest model based on DBN combined with learners' behavior characteristics, which effectively solves the problems of cold start and data sparsity, as well as the inaccurate expression of learners' interest preferences for curriculum resources.