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The object of this paper is to help to understand what it is all about in question when talking about personalization.

A conceptual framework of personalization is presented, based on the literature.

Marketers are looking increasingly at personalization to help them improve the performance of their efforts. However, personalization seems to be hard to apply. Some of these problems are caused by the fact that personalization means something different to each business and to the different actors in the value chain. This lack of agreement regarding the meaning of personalization limits successful communication between the different actors who produce or buy services and products that are connection with personalized marketing. This hinders co‐operation between service providers and marketers who are willing to apply personalization.

It is hoped that the framework is useful when discussing and developing the idea of personalization further.

The purpose of this paper is to present principles for personalization of both learning content and gameplay in serious games for learning, which are based on a combined model of the student that comprises user, learner and player-related aspects of the student’s profile. Each of the considered user, learner and player sub-models has a static and dynamic group of characteristics. These characteristics assist general approaches for learning mazes game personalization applied to embedded mini-games (designed as information units, learning objects and educational tasks) so that to be adjustable and to enable learners to acquire knowledge more effectively.

A student modelling approach was applied to design the personalization of learning content in the educational maze game and each of them contained mini-games. To evaluate the student’s preferences about the types of mini-games and ways of their personalization depending on individual and group student characteristics, the authors conducted an online survey.

This study presents examples of personalization of four types of mini-games available in maze halls, namely, question, searching, arranging and action games. Next, the research discusses findings from an online survey aiming at the evaluation of the preferred types of mini-games and the way of their personalization. There are analysed results concerning the impact of the student model characteristics on the preferred ways of personalization in educational maze games, together with criteria for personalization of educational resources according to student’s level of knowledge, age, goals and learning style.

A significant limitation of the research is the relatively small number of survey participants and the lack of studying the impact of learning and playing styles over game personalization. Another limitation of the study is the inclusion of only some of the mini-games within the demonstration maze, which respondents play before answering the survey questions.

This paper presents original research on the personalization of educational maze game based on a model of the student profile that comprises both static and dynamic properties reflecting user, learner and player-related aspects of the student character, together with results obtained from an online survey.

This paper aims to analyze the mediating role of Supply Chain Flexibility on the interrelationships binding Lean Production implementation, Mass Personalization and business performance.

A random sample of 260 companies obtained from a population of 1,717 Spanish companies that occupy an intermediate position in the supply chain has been used to test the proposed hypothetical framework. Telephone surveys using a computerized system have been used to collect data, obtaining a response rate of 15.6 and a structural equation model has been designed to test the six proposed hypotheses.

Companies initially implement Lean Production to optimize Mass Personalization processes and improve business performance. However, in the presence of Supply Chain Flexibility, Lean Production implementation no longer has a direct impact on Mass Personalization and business performance, but it does have an indirect impact through the flexibility it achieves (shown as a total mediating path). Therefore, companies should implement Lean Production to achieve flexibility and thus optimize the Mass Personalization processes and obtain better performance.

Academics and business managers may have supporting evidence on the role played by the total mediating effect of Supply Chain Flexibility on the relationship between Lean Production, Mass Personalization and business performance. A better knowledge of these management resources and their relationship could affect the way researchers and practitioners approach them, becoming more aware of the important role of the supply chain in competitiveness.

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

Web services composition engineering (WSCE) is a big challenge because of the increasing complexity, openness and extensibility of services based on the information system (IS). In the absence of an adequate framework for IS engineering, the authors assume that the overall problem is consequently no longer easy to resolve. This paper aims to explore some of the issues underlying WSCE through a framework, which is built based on the state of the art. The proposed framework is structured around five views that mainly highlight aspects of personalization and security concerns. The main objectives of this framework are: to help understand and clarify the basics of the WSCE domain; to evaluate web services composition (WSC) methods; to analyze and compare existing personalization, secure methods and identify new research axes; and to identify the main criteria of the ongoing approach for the design of a secure IS based on personalized WSC.

This work develops a framework that is used as an analytical study to compare the existing WSCE methods and come up with research issues. Then, the proposed framework is considered as an abstract model for the new WSCE approach.

A set of criteria that the proposed framework should consider when developing a new approach to a secure IS based on personalized WSs composition.

The paper has theoretical implications as the personalization and security issues provide a research roadmap toward the realization of an approach for the design of a secure IS based on personalized WSs composition.

As proof, the authors are interested in a web services repository of a real mall. To do this, the authors deployed the application in a cloud environment and observed the results of personalization and security concepts in WSCE.

None of the existing comparison frameworks has raised both personalization and security issues in WSs composition, while personalization and security must be present in the whole composition process.

Many online merchants today have adopted web personalization in the form of personalized product recommendations (PPRs) to improve consumer’s decision quality. The purpose of this paper is to reveal the roles of PPRs on consumer decision quality in online shopping from the theoretical perspective of information load.

To explore the dual roles of PPRs on consumer decision quality, this paper develops a research model for it. A 2 (information load: high vs low) × 2 (web personalization: PPRs vs non-PPRs) between-subjects design is conducted to empirically test the model.

The results indicate that: first, information load can increase perceived information overload and decrease perceived information underload; second, PPRs can weaken (enhance) the positive (negative) effect of information load on perceived information overload (perceived information underload); third, both perceived information overload and perceived information underload are negatively associated with consumer’s decision quality.

This paper originally develops a research model that explains the roles of PPRs on consumer decision quality from the theoretical perspective of information load in the online shopping context, which could add new insights to the field of web personalization, especially the impact of web personalization on consumer decision making.

The purpose of this paper seeks to develop a motivation-based complementary framework for temporally dynamic user preferences to facilitate optimal timing in web personalisation. It also aims to highlight the benefits of considering user motivation when addressing issues in temporal dynamics.

Through theory, a complementary framework and propositions for motivation-based temporal dynamics for further testing are created. The framework is validated by feeding back findings, whereas some of the propositions are validated through an experiment.

The suggested framework distinguishes two ways (identifying/learning and shifting) of using a motive-based approach to temporal dynamics in web personalisation. The suggested outcomes include enhanced timing in matching current preferences and improved conversion. Validation measures predominantly support both the framework and the tested propositions. The theoretical basis for the approach paves a path towards refined psychological user models; however, currently on a complementary level.

While the framework is validated through feeding back findings, and some of the propositions are validated through basic experimentation, further empirical testing is required.

A generalised approach for complementing personalisation procedures with motivation-based temporal dynamics is offered, with implications for both user modelling and preference matching.

This paper offers novel insights to web personalisation by considering the in-depth effects of user motivation.

The purpose of this paper is to explore the type of personalisation services satisfying the needs of cancer websites’ target users, and the influence of their emotional states on website usage intentions.

Three data collection methods were employed. Survey questionnaires were distributed to online health users. Interviews with representatives of the cancer-affected population further explored emotions as stimuli for online cancer-related activities. Finally, availability of personalisation features was evaluated on existing health websites in Bosnia and Herzegovina and the UK.

A clear preference emerged for personalisation on cancer-related websites. There are specific personalisation features the cancer-affected population desires. Interestingly, certain emotions were found to stimulate visits to health websites.

Fighting cancer implies constant support, including from cancer-related websites. It is thus vital to understand the required personalisation, stemming from target users’ actual needs, including the neglected user characteristics, as are emotions for cancer-affected people. This supports emotion-based personalisation.

The paper focusses on the cancer-affected population, and developing a comprehensive understanding of their personalisation needs in online health services. It further shows which emotions influence intentions to use cancer websites. The three concepts combined have not yet been studied, to the best of the authors’ knowledge.