No	Part two: Perceptions towards adaptivity within DPL tools 5-point Likert scale: (1) Not important at all, (2) Not important, (3) Neutral, (4) Important, (5) Very important
Source of adaptation
1	To what extent do you think it is important for a digital personalized tool to take into account attitude/motivation of the student?
2	To what extent do you think it is important for a digital personalized tool to take into account level of the student?
3	To what extent do you think it is important for a digital personalized tool to take into account self-confidence of the student?
4	To what extent do you think it is important for a digital personalized tool to take into account progress/pace of the student?
5	To what extent do you think it is important for a digital personalized tool to take into account self-regulatory skills of the student?
Target of adaptivity
1	To what extent do you think it is important for a digital personalized tool to adapt the difficulty of exercises/content?
2	To what extent do you think it is important for a digital personalized tool to adapt the number of exercises/contents?
3	To what extent do you think it is important for a digital personalized tool to adapt the order of exercises/content?
4	To what extent do you think it is important for a digital personalized tool to adapt the degree of feedback?
5	To what extent do you think it is important for a digital personalized tool to adapt the degree of instruction?
6	To what extent do you think it is important for a digital personalized tool to adapt the number of recommendations?
Method of adaptation
1	To what extent do you think it is important for a student to have control over the level of tasks?
2	To what extent do you think it is important for a student to have control over the type of tasks?
3	To what extent do you think it is important for a student to have control over the sequence of tasks?
4	To what extent do you think it is important for a student to have control over the number of tasks?
5	To what extent do you think it is important for a student to have control over the instruction of tasks?
6	To what extent do you think it is important for a student to have control over the evaluation of tasks?
7	To what extent do you think it is important for a student to have control over the guidance of tasks?
8	To what extent do you think it is important for a teacher to have control over the level of tasks?
9	To what extent do you think it is important for a teacher to have control over the type of tasks?
10	To what extent do you think it is important for a teacher to have control over the sequence of tasks?
11	To what extent do you think it is important for a teacher to have control over the number of tasks?
12	To what extent do you think it is important for a teacher to have control over the instruction of tasks?
13	To what extent do you think it is important for a teacher to have control over the evaluation of tasks?
14	To what extent do you think it is important for a teacher to have control over the guidance of tasks?
Time of adaptation
1	To what extent do you think it is important for a digital personalized tool to challenge students during practice with different levels of difficulty according to their performances?
2	To what extent do you think it is important for a digital personalized tool to start with a teste/questionnaire to identify certain characteristics (e.g. prior knowledge, interests,…) of the learner in advance?
3	To what extent do you think it is important for a digital personalized tool to consider how the student feels during practice (e.g. a student can indicate how he/she feels)?