Adaptive learning, instruction, and teaching in schools: Unraveling context, sources, implementation, and goals in a systematic review

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-09-16 DOI:10.1016/j.lindif.2025.102781

Katharina M. Bach , Sarah I. Hofer , Sarah Bichler

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引用次数: 0

Abstract

Adaptivity allows for meeting diverse students' needs. Building on the Ada-LIT framework, this review systematically investigates 1) in which contexts, 2) based on which sources and types of assessment, 3) through which operationalizations and types of delivery, and 4) with which targeted outcomes adaptations are made in schools. We identified 69 publications double-screening 555 empirical research articles published between 2018 and 2022. Most research was conducted in elementary schools, particularly in math, and adaptivity was mainly delivered by systems. Performance was the most frequent adaptive source and targeted outcome, with less emphasis on emotions or demographic characteristics. Assessment of the adaptive source relied primarily on trace data. Operationalizations were mainly on a micro-level, specifically adaptive navigation, support, and difficulty progression. Studies typically do not report on all six components of adaptivity as outlined in the framework. The Ada-LIT framework can guide rigorous designs and reporting of studies investigating adaptivity in schools.

Educational relevance

The Ada-LIT framework integrates six essential components of adaptivity in schools: context, source, assessment, delivery, operationalization, and outcome. The review showed adaptivity is primarily based on performance and implemented to improve performance, delivered mainly by systems, and mostly investigated in math. This highlights underexplored areas, accentuating an agenda for future research that taps into other essential components of adaptive learning, instruction, and teaching (LIT) in schools. The framework can guide consistent and comprehensive reporting of future research, fostering the clarity and comparability of findings and, thus, enhancing a collective understanding, robust evidence generation, and an actionable implementation model of adaptive LIT in schools.

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学校中的适应性学习、指导和教学：在系统回顾中揭示背景、来源、实施和目标

适应性允许满足不同学生的需求。在Ada-LIT框架的基础上，本综述系统地调查了1)在哪些背景下，2)基于哪些评估来源和类型，3)通过哪些操作和交付类型，以及4)在学校中采用哪些有针对性的结果适应。我们对2018年至2022年期间发表的555篇实证研究文章进行了双重筛选，确定了69篇出版物。大多数研究都是在小学进行的，特别是在数学方面，适应性主要是由系统提供的。表现是最常见的适应性来源和目标结果，较少强调情绪或人口特征。自适应源的评估主要依赖于跟踪数据。操作化主要是在微观层面上，特别是自适应导航、支持和难度进展。研究通常不报告框架中概述的适应性的所有六个组成部分。Ada-LIT框架可以指导严格的设计和报告调查学校适应性的研究。教育相关性Ada-LIT框架整合了学校适应性的六个基本组成部分：背景、来源、评估、交付、操作化和结果。回顾表明，适应性主要基于性能，并通过系统实现以提高性能，主要在数学方面进行研究。这突出了未被探索的领域，强调了未来研究的议程，即挖掘学校适应性学习、指导和教学（LIT）的其他重要组成部分。该框架可以指导对未来研究的一致和全面的报告，促进研究结果的明确性和可比性，从而增强集体理解，强有力的证据生成，并在学校中建立适应性文学的可操作实施模式。

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 Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).