Developing a Personalized Learning Environment Based on Mobile Assistive Technology and its Effectiveness in Developing Achievement, Motivation and Attitude Toward the Learning Environment Among Visually Impaired Postgraduate Students at the Faculty of Education

This research aimed at developing a personalized learning environment based on mobile assistive technology and investigating its effectiveness in developing achievement in the educational technology course, increasing the motivation for learning and developing the attitude toward the personalized learning environment among blind students at the general diploma in education. This research employed the descriptive, developmental, and experimental methods for designing and developing the learning environment and testing its effectiveness. The data for the study was collected via three instruments: an achievement test in the educational technology course, a scale of motivation for learning using mobile assistive technology and a scale of attitude toward the personalized learning environment.   Tools of the study were pre- and post-administered on a sample that included 17 male and female visually-impaired postgraduate students. The results were analyzed using non-parametric statistics, as the "Wilcoxon" equation was used to test the significance of the difference between the ranks of scores in the pre and post implementation of the three study instruments. The results of the study showed that there was a statistically significant difference at a level of significance less than (0.01) between the results of the pre and post implementation of the three instruments in favor of the post implementation, which indicated the effectiveness of the personalized learning environment based on mobile assistive technology in developing achievement in the educational technology course, increasing the motivation for learning using mobile assistive technology, and developing students’ positive attitudes toward the personalized learning environment.