The Effect of Adaptivity in Digital Learning Technologies. Modelling Learning Efficiency Using Data from an Educational Game

Autor/inn/en	Debeer, Dries; Vanbecelaere, Stefanie; Van Den Noortgate, Wim; Reynvoet, Bert; Depaepe, Fien
Titel	The Effect of Adaptivity in Digital Learning Technologies. Modelling Learning Efficiency Using Data from an Educational Game
Quelle	In: British Journal of Educational Technology, 52 (2021) 5, S.1881-1897 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Debeer, Dries) ORCID (Vanbecelaere, Stefanie) ORCID (Van Den Noortgate, Wim) ORCID (Reynvoet, Bert) ORCID (Depaepe, Fien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13103
Schlagwörter	Educational Games; Educational Technology; Individualized Instruction; Instructional Effectiveness; Electronic Learning; Young Children; Numbers; Mathematics Instruction; Learning Analytics + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Unterrichtsmedien; Individualisierender Unterricht; Unterrichtserfolg; Frühe Kindheit; Zahlenraum; Mathematics lessons; Mathematikunterricht
Abstract	During the last decade, many governments and ed-tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game-like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children? This study attempts to empirically validate the beneficial impact of adaptive learning technology by analysing log-data from the Number Sense Game (NSG), an educational game that trains early numerical skills. In total, 81 children were randomly assigned to use either an adaptive or a non-adaptive version of the NSG in six sessions in a three-week period. Using a longitudinal item response model children's progress within and across sessions was modelled and compared between the two versions of the game. Regardless of the version of the NSG, children demonstrated progress within and across sessions. However, compared to the non-adaptive NSG, the progress across sessions was stronger in the adaptive NSG. These results provide empirical evidence that adaptive learning environments can improve learning efficiency in young children. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01