Stimulating individual learning of the concept of fraction equivalence: How students utilize adaptive features in digital learning environments mediates their effect

Abstract

Introduction

Students face challenges when learning fractions. To support students' understanding of equivalent fractions, adaptive support can provide a variety of benefits. The purpose of this study is to utilize real-time process data to tailor students’ individual learning experience with adaptive support. We propose a mediation model to explain the positive effect of such adaptive features on learning outcomes by increased student engagement.

Method

We conducted a 90-min RCT with a total of N = 300 sixth-grade students. Learning about equivalent fractions, an experimental group used an adaptive digital learning environment for practice. A control group used an equivalent non-adaptive, paper-based learning environment to practice the same tasks. Our hypothesis was that the two conditions showed different engagement during practice—explaining differences in learning outcomes.

Results and discussion

Results were in line with our mediation hypothesis: Using cluster analysis, we identified six user-profiles of students with differing behavioral and cognitive engagement during practice—utilizing process data (i.e., number of tasks and accuracy of solved tasks per difficulty level). These profiles were associated with different levels of perceived autonomy and competence support and perceived overload—and consequently learning outcomes. We also found a significant indirect mediation effect, emphasizing our hypothesis that adaptive support positively influences learning outcomes through its positive influence on students’ actual engagement during classroom practice.