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The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students' status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students' learning perceptions of the system had significant relationships with their learning achievement.

With the rapid advances in computer technology during recent years, researchers have demonstrated the pivotal influences of computer-assisted diagnostic systems on student learning performance improvement. This research aims to develop a Diagnostic and Remedial Learning System (DRLS) for an algebra course in a Thai lower secondary school context based on an enhanced learning diagnosis model which employs a novel technique to preset weight of association concepts for each test item and the learning preference style of individual students to advise the students how to improve their learning performance. To evaluate the effectiveness of this innovative approach, an experiment has been conducted on an algebra course in a Thai secondary school. Pre- and post-test, questionnaire and interview data have revealed that the suggestions provided by the system could help the students improve their learning performance. (Contains 4 tables and 4 figures.)

Several previous studies have indicated that secondary school students face problems in digital situations. Digital citizenship is therefore an essential conception for fostering students' correct behaviour and safe daily life habits while using computer and communication technologies. However, scholars have indicated the challenges of promoting students' digital citizenship owing to the lack of opportunities to situate them in decision-making situations. The advancement of computer and multimedia technologies has encouraged an increasing number of studies on digital game-based learning, which provides students with opportunities to experience various situations, and to cope with problems encountered in daily life. Several previous studies have indicated that digital game-based learning environments with proper learning strategies might help students realize the importance and meaning of digital citizenship. To address this issue, this study proposes a formative assessment-based contextual gaming approach to guide students to make decisions and to monitor their learning during the gaming process. A digital game-based learning environment was developed based on this approach, and a quasi-experiment on the digital citizenship topic was conducted in northern Thailand to evaluate its effectiveness. The experimental results show that the proposed approach not only enhanced the students' digital citizenship behaviours, but also promoted their motivations and perceptions. • A formative assessment-based contextual gaming approach was proposed. • The approach fosters positive effects on students' scores of digital citizenship for using online communication. • An experiment was conducted in an ICT course of a middle school. • The approach decreased the students' online harassment behaviours. • The approach improved the students' learning motivations and perceptions. [ABSTRACT FROM AUTHOR]