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Purpose: The purpose of this paper is to identify the different sequence generation techniques for learning, which are applied to a broad category of personalized learning experiences. The papers have been classified using different attributes, such as the techniques used for sequence generation, attributes used for sequence generation; whether the learner is profiled automatically or manually; and whether the path generated is dynamic or static. Design/methodology/approach: The search for terms learning sequence generation and E-learning produced thousands of results. The results were filtered, and a few questions were answered before including them in the review. Papers published only after 2005 were included in the review. Findings: The findings of the paper were--most of the systems generated non-adaptive paths. Systems asked the learners to manually enter their attributes. The systems used one or a maximum of two learner attributes for path generation. Originality/value: The review pointed out the importance and benefits of learning sequence generation systems. The problems in existing systems and future areas of research were identified which will help future researchers to pursue research in this area.

Purpose: The purpose of this paper is to identify the different sequence generation techniques for learning, which are applied to a broad category of personalized learning experiences. The papers have been classified using different attributes, such as the techniques used for sequence generation, attributes used for sequence generation; whether the learner is profiled automatically or manually; and whether the path generated is dynamic or static. Design/methodology/approach: The search for terms learning sequence generation and E-learning produced thousands of results. The results were filtered, and a few questions were answered before including them in the review. Papers published only after 2005 were included in the review. Findings: The findings of the paper were: most of the systems generated non-adaptive paths. Systems asked the learners to manually enter their attributes. The systems used one or a maximum of two learner attributes for path generation. Originality/value: The review pointed out the importance and benefits of learning sequence generation systems. The problems in existing systems and future areas of research were identified which will help future researchers to pursue research in this area. [ABSTRACT FROM AUTHOR]