Adaptive teaching with technology enhances lasting learning

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-06-13 DOI:10.1016/j.learninstruc.2025.102141

Leonie Sibley , Armin Fabian , Christine Plicht , Lisa Pagano , Niklas Ehrhardt , Luisa Wellert , Thorsten Bohl , Andreas Lachner

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引用次数: 0

Abstract

Background

A central goal in education is to productively handle heterogeneity among students. Adaptive teaching, which integrates formative assessment, differentiation, and individual support, is a promising model for addressing student diverse prerequisites such as prior knowledge. While educational technology is increasingly employed to implement adaptive teaching, there is limited knowledge on whether its effectiveness generalizes across different subjects and educational contexts.

Aims

This study aims to investigate the immediate and long-term effects of technology-enhanced adaptive teaching on students’ cognitive, metacognitive, and motivational outcomes, and crucially, whether the effectiveness can be generalized across various educational settings. Additionally, we examined whether these effects depend on specific boundary conditions (prior knowledge, domain, degree of adaptivity).

Sample

The study involved N = 656 students from grades 7 to 12 (M = 14.91 years, 45 % female) across various subjects (k = 12 teaching units) from six different schools in Germany.

Methods

Using the Localize-Generalize-Transfer (LoGeT) framework, we adopted a comprehensive implementation approach combining co-design and ManyClasses approaches. We compared the effects of technology-enhanced adaptive teaching with a business-as-usual control condition, focusing on learning, monitoring accuracy, interest, and self-efficacy.

Results

We found that students in the technology-enhanced adaptive teaching condition outperformed students in the business-as-usual condition regarding delayed but not immediate learning outcomes. None of the other effects were significant. Interestingly, subject domain and the level of adaptive elements moderated the effect.

Conclusions

This research addresses a gap in understanding the generalizability of technology-enhanced adaptive teaching, demonstrating its broader applicability and contribution to lasting learning outcomes.

查看原文本刊更多论文

适应性教学与技术促进持久学习

教育的一个中心目标是有效地处理学生之间的异质性。适应性教学整合了形成性评估、差异化和个人支持，是一种很有前途的模式，可以解决学生不同的先决条件，如先验知识。虽然教育技术越来越多地用于实施适应性教学，但关于其有效性是否适用于不同学科和教育背景的知识有限。本研究旨在探讨技术增强适应性教学对学生认知、元认知和动机结果的即时和长期影响，以及这种效果是否可以在不同的教育环境中推广。此外，我们还研究了这些影响是否取决于特定的边界条件（先验知识、领域、适应性程度）。该研究涉及来自德国六所不同学校的不同学科（k = 12个教学单位）的656名7至12年级的学生（M = 14.91岁，45%为女性）。方法在LoGeT框架下，采用协同设计和多类方法相结合的综合实现方法。我们比较了技术增强的适应性教学与常规控制条件的效果，重点关注学习、监测准确性、兴趣和自我效能。结果我们发现，在技术增强的适应性教学条件下，学生在延迟而非即时学习成果方面优于常规条件下的学生。其他的影响都不显著。有趣的是，主题领域和自适应因素的水平调节了这种效应。本研究解决了在理解技术增强适应性教学的普遍性方面的空白，展示了其更广泛的适用性和对持久学习成果的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.