Assessing cognitive flexibility: Quantitative insights into the impact of adaptive learning technologies in special education

Abstract

This study employed quantitative methods to evaluate the influence of adaptive learning technology on the cognitive flexibility of students with special needs. Participants were recruited from special education schools using a purposive selection strategy. The Wisconsin Card Sorting Test (WCST) was utilized as a tool to assess cognitive flexibility. The data was analyzed using descriptive statistics, paired-samples t-test, correlation analysis, and regression analyses. The findings demonstrated a notable enhancement in WCST scores after the intervention, suggesting that adaptive learning technologies have a beneficial effect on cognitive flexibility. Regression studies revealed that various types of adaptive learning technologies had varied levels of efficacy, with Tech A showing the most significant beneficial impact. Surprisingly, demographic factors such as age, gender, and educational attainment demonstrated little and statistically insignificant associations with alterations in cognitive flexibility levels. The findings emphasize the potential of adaptive learning technologies as effective therapies for improving cognitive flexibility in kids with special needs. It underscores the significance of evaluating specific characteristics and design principles to maximize their efficacy.