Human Factors and Personalized Digital Learning: An Editorial

The development of advanced information technologies has opened up new opportunities in the area of digital learning environments (Brandi & Iannone, 2015). A key aspect of this work lies within the fact that learners can access instructional materials at any time and any place (Wang, Chang, & Chen, 2018). As a result of such convenience, a wide range of people have begun using digital learning environments for the delivery of instructional materials. Thus, it is important to ensure that the digital learning environments can accommodate diverse users’ needs. To address this issue, it is necessary to incorporate personalization into the development of digital learning environments. Personalization, which tailors to the needs and preferences of each individual (Adomavicius & Tuzhilin, 2005), is acknowledged as a useful approach to develop added value services in digital learning environments. On the other hand, there is a need to understand different preferences of each learner so that effective personalized digital environments can be developed (Chen & Liu, 2011). In other words, human factors play an important role. This is the reason why this special article addresses the relationships between human factors and personalized digital learning.