Adaptive Learning Technology Relationship with Student Learning Outcomes

Abstract

Aim/Purpose: The purpose of this study is to determine the effectiveness of an Adaptive Learning Technology (ALT), as compared to traditional teaching methods, in an undergraduate management information course. The effectiveness is based on Bloom’s Taxonomy of Learning Competencies Background: Previous studies have investigated factors involved with ALT. From one study, students enjoyed how to use new technology and believed it improves learning. However, the literature lacks studies showing gains in understanding and remembering as defined by Bloom’s Taxonomy of Learning Competencies. Methodology: Correlations between ALT usage and test/course grades were performed. McGraw-Hill’s Connect LearnSmart® was used as the ALT. The ALT was optional for extra credit in the class. Correlations were performed between LearnSmart® scores and tests. Then, since usage was bimodal (students who took the initiative to fully complete LearnSmart® and those who did not do LearnSmart®), an independent-samples t-test was performed between these two distinct groups. Sampling was from an Information Technology course at a major university. The data collection methods composed of recording LearnSmart® scores and test scores. Contribution: This study aims to provide empirical evidence of ALT outcomes in learning, to show if ALT enhance learning over traditional teaching methods. If not, the value of using ALT is provided. Findings: Results showed no relationships between ALT usage and test/course grades. No differences between the two groups (those who completed ALT and those that did not do the ALT) were found with each of the four tests and final course grades. Since the ALT group did the LearnSmart® as an option, the tool appears to be a preference for learning style and provides user satisfaction. This is consistent with prior studies. Recommendations for Practitioners: Practitioners should use ALT for convenience, preferences, and students’ satisfaction. The use of both traditional teaching methods and newer technology teaching methods might be most effective because they provide flexibility for the best method that satisfies the student. Editors and developers of publishers need to consider student preferences in learning. Recommendation for Researchers: Opinions and perceptions by subjects may be misleading. In future research, empirical evidence needs to be provided to validate opinions and perceptions. Research needs to focus more on students’ characteristics such as learning style, learning preferences, and initiative. Impact on Society: This research suggests that an ALT is efficient for the learning process rather than effective for outcomes and enhanced learning. Students can learn just as well without an ALT. Decisions to use an ALT should be based on convenience and student preferences. Future Research: In this study, students had the option to do an ALT. They showed initiative. For future research, initiative needs to be removed. Random assignments to do an ALT or not need to be studied to further confirm the findings of this study. Also, a future study needs to use the same subject’s outcomes for both an ALT and traditional teaching methods.

The Effect of McGraw-Hill Education Connect on Students' Academic Performance

“…The author in [24] examined the effectiveness of MGHE Connect LearnSmart as adaptive learning technology, as compared to the traditional teaching method, in an undergraduate management information course. The sample comprised 102 students in the Spring semester 2019 Information Technology course in the College of Business; using LearnSmart was optional for extra credit in the class.…”

“…Connect also enables students to access educational resources available by the instructor, including Power-Point presentations, audios, and videos, in addition to the eBook [1]. Each chapter in the MCGH's Connect eTextbook has an associated online LearnSmart module, which instructors assign to cover the course content and for formative and summative assessment [24]. LearnSmart presents questions based on the course content, and students are required to answer and assess their confidence in the correctness of their answer on a four-point scale (I know, Think so, Unsure, or No idea) [24].…”

“…Each chapter in the MCGH's Connect eTextbook has an associated online LearnSmart module, which instructors assign to cover the course content and for formative and summative assessment [24]. LearnSmart presents questions based on the course content, and students are required to answer and assess their confidence in the correctness of their answer on a four-point scale (I know, Think so, Unsure, or No idea) [24]. Then, LearnSmart adjusts the difficulty level of subsequent questions based on the accuracy of each response, and students have to review the material and answer questions correctly before they can progress further [24].…”

“…MGHE defined Connect as "a digital learning environment that integrates assignments, grading, and course content, making the entire course experience seamless while delivering better outcomes for students and educators (p.4) [23]." Part of the MGHE Connect platform is LearnSmart, which is an adaptive learning tool that can be used on top of fully online or on-campus courses at any university [6], [24]. Students can study each chapter of the course using LearnSmart designed to improve students' understanding of course contents through its online interactive plat-iJET -Vol.…”

“…Despite the studies conducted in collaboration with MGHE, there is little independent empirical evidence and little peer-reviewed work which was assessing the efficacy of MGHE Connect LearnSmart tool, and the results of investigations have been mixed [6], [24][25]. While there is a great deal of research to assess the effectiveness of such technologies on student learning and performance, not much is being conducted on platforms provided by publishing companies like MGHE [1].…”