A Meta‐Analysis of Moderators of the Effects of Technology‐Enhanced Adaptive Learning on Primary and Secondary Students' Learning Outcomes.
Background: Technology‐enhanced adaptive learning, which includes Intelligent Tutoring Systems (ITSs), represents a significant research stream targeted at individualised learning. Although systematic review and meta‐analysis studies have synthesised the evidence of technology‐enhanced adaptive lear...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 53 |
|---|---|
| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191181620&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191181620 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2026 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 191181620 191181620 191181620 10.1002/jcal.70168 191181620 ppf: 1 ppct: 52 formats: tig: atl: A Meta‐Analysis of Moderators of the Effects of Technology‐Enhanced Adaptive Learning on Primary and Secondary Students' Learning Outcomes. aug: au: Wang, Jingxian Tigelaar, Dineke E. H. Ye, Tong Admiraal, Wilfried affil: Center for Studies of Education and Psychology of Minorities in Southwest China of Southwest University, Southwest University, Chongqing, China sug: subj: Learning Methods Students Psychosocial Factors Educational Technology Utilization Cognition Evaluation Affect Evaluation Behavior Evaluation Outcomes of Education Evaluation Human Systematic Review Meta Analysis ERIC Database Funding Source Computer-Assisted Instruction Curriculum Feedback Teaching Methods Computers and Computerization ab: Background: Technology‐enhanced adaptive learning, which includes Intelligent Tutoring Systems (ITSs), represents a significant research stream targeted at individualised learning. Although systematic review and meta‐analysis studies have synthesised the evidence of technology‐enhanced adaptive learning, most did not differentiate how this effect may promote different learning outcomes to varying degrees and especially did not shed much light on potential moderating effects. Objectives: This comprehensive meta‐analysis (CMA) is focused on the effects of technology‐enhanced adaptive learning on cognitive, affective, and behavioural learning outcomes, considering a series of specific moderator variables. Methods: This meta‐analysis synthesised 69 studies from electronic databases and high‐impact journals in educational technology published between 2012 and 2021, with a total of 9095 students. Results and Conclusions: The findings indicate that technology‐enhanced adaptive learning has a medium‐positive effect on primary and secondary school students' learning in terms of cognitive, affective, and behavioural learning outcomes. Further moderator analyses revealed that factors in categories of research context, adaptive strategy, technology, and study quality significantly moderated the summary effect sizes for at least one learning outcome dimension. Twelve significant moderators for cognitive learning outcomes (e.g., subjects, adaptive targets, adaptive technology), two for affective learning outcomes (i.e., feedback type, data collection methods), and two for behavioural learning outcomes (i.e., learner characteristics, hardware used in experimental groups) were identified. The implications of the findings and directions for technology‐enhanced adaptive learning practices are discussed. Takeaway: Stakeholders need to be aware of what matters in technology‐enhanced adaptive learning; it is not just the effectiveness of these adaptive learning systems but knowing how to develop, design, implement, and evaluate the effects that matter. Practitioner Notes: What is already known about the subject matter? ○Technology‐enhanced adaptive learning has become a critical concept.○The benefits of technology‐enhanced adaptive learning were validated in meta‐analyses.○More research is needed on the effects, particularly outside of higher education.○Moderators should be examined to improve our understanding of the effects.What does this paper add? ○This study investigated the main effects on three types of learning outcomes.○Technology‐enhanced adaptive learning model including four categories of moderator variables was developed.○12 significant moderators for cognitive learning outcomes were identified.What are the implications of study findings for practitioners? ○This paper provides evidence for effective adaptive learning.○Developers should prioritise the development of adaptive learning systems that consider and adapt to various learner characteristics.○Developers should prioritise the inclusion of elaborated feedback within adaptive learning systems. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|