Context-dependent personalised feedback prioritisation in exploratory learning for mathematical generalisation

In this paper we address the problem of prioritising feedback on the basis of multiple heterogeneous pieces of information in exploratory learning. The problem arises when multiple types of feedback are required in order to address different types of conceptual difficulties, accommodate particular learning behaviours identified during exploration, and provide appropriate support depending on the learning mode (e.g. individual or collaborative learning) and/or the stage of the exploratory learning process. We propose an approach that integrates learners’ characteristics and context-related information through a Multicriteria Decision-Making formalism. The outcome is a context-aware mechanism for prioritising personalised feedback that is tested in an ex- ploratory learning environment for mathematical generalisation.