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Environ."],"abstract":"<jats:title>Abstract<\/jats:title>\n          <jats:p>Technology-enhanced personalized learning environments based on prior knowledge (TEPLEs-PK) aim at supporting learning processes by tailoring learning activities to individual learners\u2019 prior knowledge. This study investigated the effects of TEPLEs-PK that allow learners to skip learning content based on their prior knowledge on learning outcomes in continuing education (CE). Participants (<jats:italic>N<\/jats:italic>\u2009=\u2009194) were asked to complete a self-paced learning path within a 14-day learning period and were randomly assigned to one of three experimental conditions: (1) a personalized condition in which participants\u2019 prior knowledge was assessed using self-report questions (PSRQ condition), (2) a personalized condition in which participants\u2019 prior knowledge was assessed using knowledge questions (PKQ condition), or (3) a control condition in which no personalization occurred. While the experimental condition did not affect learning path completion and learner satisfaction, our findings indicate that TEPLEs-PK may positively affect knowledge increase in CE. Goal orientations and task value significantly moderated the effects of TEPLEs-PK on knowledge increase and learner satisfaction. Exploratory analyses revealed that participants\u2019 interactions with TEPLEs-PK might differ depending on whether prior knowledge was assessed using self-report or knowledge questions. Our study provides a sound basis for implementing TEPLEs-PK in CE. Future research should investigate the effects of TEPLEs-PK on different types of CE and various learning paths, as well as identify additional motivational dispositions that may moderate the impact of TEPLEs-PK on learning outcomes in CE.<\/jats:p>","DOI":"10.1186\/s40561-025-00407-z","type":"journal-article","created":{"date-parts":[[2025,9,1]],"date-time":"2025-09-01T04:00:10Z","timestamp":1756699210000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Technology-enhanced personalized learning environments based on prior knowledge in continuing education: An experimental study"],"prefix":"10.1186","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3780-995X","authenticated-orcid":false,"given":"Yvonne M.","family":"Fromm","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0732-8805","authenticated-orcid":false,"given":"Julian","family":"Rasch","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2446-6548","authenticated-orcid":false,"given":"Dirk","family":"Ifenthaler","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,9,1]]},"reference":[{"issue":"2","key":"407_CR1","doi-asserted-by":"publisher","first-page":"283","DOI":"10.3390\/higheredu2020015","volume":"2","author":"SJ Aguilar","year":"2023","unstructured":"Aguilar, S. 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