Description

Adaptive digital learning programmes, such as intelligent tutoring systems (ITS), are designed to address students’ varying learning needs more effectively. Studies showed that such systems can enhance learning. However, little is currently known about whether all students benefit equally from them, or whether adaptive learning programmes might actually widen or narrow performance gaps within a class. It is also still unclear which adaptive elements of these systems are crucial to their effectiveness.

The project addresses these questions by examining how specific adaptive elements affect learning outcomes and performance differences between students. It is investigating three key elements of ITS: the adjustment of task difficulty, individualised support and feedback. Three studies involving a total of around 600 primary school students will investigate how these elements influence the learning of mathematics. Particular focus is placed on the question of whether adaptive elements have different effects depending on learning prerequisites and thereby influence performance differences between students.

In addition, data from students’ interactions with the learning system will be analysed to better understand their learning processes and how they use and respond to different forms of support. The findings are intended to contribute to a better understanding of how adaptive learning systems work and how they can be designed to provide the best possible support for students with different learning needs.

Publications

Contact

Prof. Dr. Leonie Sibley:

Assistant Professor

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Prof. Dr. Leonie Sibley

Assistant Professor

+41 43 305 53 25

leonie.sibley@phzh.ch

Prof. Dr. Thomas Schmalfeldt:

Professor PHZH

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Prof. Dr. Thomas Schmalfeldt

Professor PHZH

+41 43 305 64 16

thomas.schmalfeldt@phzh.ch