npj Science of Learning authors Sophie von Stumm (University of York, UK) and Jasmin Wertz (Duke University, USA) comment on how personalized learning maximises student academic performance by matching ability to content difficulty level.
The authors observed 'within family' design highlights why some parenting strategies are geared to work more effectively for their children's individual needs, as opposed to others. The design tests for the differences that emerge between children in a family, for example, interests and cognitive ability.
Educators and policy makers, tasked with ensuring all students have access to a balanced education, can translate the findings of personalised learning research to the context of the classroom and school environment, by targeting the matching characteristics of the 'instruction' and 'the learner'.
Read more by following the link to Who’s learning? Using within-family studies to understand personalized learning, published by npj Science of Learning.
von Stumm, S., Wertz, J. Who’s learning? Using within-family studies to understand personalized learning. npj Sci. Learn. 6, 3 (2021). https://doi.org/10.1038/s41539-020-00082-4