Integrating adaptivity in educational games: a combined bibliometric analysis and meta-analysis review

Liu, Zhichun; Moon, Jewoong; Kim, Byung-Joo; Dai, Chih‐Pu

doi:10.1007/s11423-020-09791-4

Cited by 48 publications

(36 citation statements)

References 57 publications

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“…Personalised learning is facilitated by a specific form of education that tends to acknowledge students' differences in cognitive and non‐cognitive characteristics (Sampson & Karagiannidis, 2002). It is especially important in large classes with great diversity in background knowledge, interests and abilities (Holmes et al., 2018; Liu et al., 2020). However, personalised learning is often challenging for teachers to realise in daily classroom practice since it requires great commitment, correct judgement and a thorough preparation that is time‐consuming.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

Schoors

Elen

Raes

et al. 2021

Brit J Educational Tech

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Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. What is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation. There is a wide variety of DPL tools with different adaptive dimensions. Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains. What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL. Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element. Insight into the impact of DPL taking into account study design and outcome indicators. Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice. Concrete suggestions for future research are discussed.

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Section: Theoretical Backgroundmentioning

confidence: 99%

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

Schoors

Elen

Raes

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…First, the learner variables on which the adaptations are based differ across implementations. The adaptivity can, for instance, adapt for learner knowledge, affective states, or level of motivation (Liu et al, 2020; Plass & Pawar, 2020; Vandewaetere et al, 2011). Second, adaptations differ in the specific aspect of the game that is adapted, such as the difficulty level or the presentation of the content, the feedback or the interaction with the player (Liu et al, 2020; Plass & Pawar, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The reasons to make games adaptive are multifaceted. Liu et al (2020) describe three common ambitions of adaptive educational games. First, they aim to automatically respond to the diverse learners’ needs, such as their interests, prior gameplay experience, self‐regulated learning skills, or disabilities.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies reported increased learning outcomes due to adaptivity (Sampayo‐Vargat et al, 2013, Sandberg, et al, 2014), while others did not find similar effects (Shute et al, 2020; Vanbecelaere et al, 2020b; Van Klaveren et al, 2017). A recent meta‐analysis including 12 studies comparing adaptive with non‐adaptive practice, did not produce a substantial overall effect when combining effects on learning outcomes, game performance and engagement (Liu et al, 2020). A positive average effect on learning outcomes and a negative effect on in‐game performance was observed.…”

Section: Introductionmentioning

confidence: 99%

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The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game

Debeer

Vanbecelaere

Noortgate

et al. 2021

Brit J Educational Tech

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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. What is already known about this topic Adaptive digital technologies are able to address students’ individual needs. Pretest posttest intervention research on the effectiveness of adaptive digital technologies revealed mixed results. What this paper adds Learning effectiveness is different from learning efficiency. Learning efficiency can be operationalised using log‐data to model students’ progress over time. Adaptive digital technologies increased students’ learning efficiency compared to non‐adaptive digital technologies. Implications for practice and/or policy Log‐data can be obtained unintrusively and provides fine‐grained information about students’ learning. Researchers are encouraged to investigate the effects of adaptive digital technologies in terms of learning effectiveness and learning efficiency.

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“…3. Un tercero en el que presentamos el análisis de la información encontrada, concretando aspectos referentes a las publicaciones, autores relevantes en el campo de estudio y las líneas de investigación que se están trabajando en la actualidad Research, Society and Development, v. 10, n. 1, e53310112193, 2021 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v10i1.12193 3 (do Nascimento et al, 2019;Liu et al, 2020;Song & Wang, 2020).…”

Section: Introductionunclassified

Revisión de la investigación educativa sobre el abandono escolar. Tendencias bibliométricas

Gómez

Muñoz

Almagro

2021

RSD

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La finalidad del presente artículo es realizar un análisis bibliométrico de una de las problemáticas educativas con mayor recurrencia en los sistemas educativos, el abandono escolar. Ello emerge de los numerosos intentos que, tanto la administración como desde la investigación, se han realizado por alcanzar una fórmula que consiga paliar la alta incidencia de este fenómeno. El cual, como se puede observar, ha sido un problema de interés al presentarse en la ya vencida estrategia para Europa Horizonte 2020 y considerarse clave en los Objetivos para el Desarrollo Sostenible 2030. La investigación se llevará a cabo mediante un análisis bibliométrico de las bases de datos con mayor representación en el ámbito educativo: ERIC, Dialnet, Teacher Reference center, Web of Science y Scopus. Después de establecer los descriptores y criterios de inclusión/exclusión, se extrajeron 209 referencias en las que se analizó la temática concreta dentro del abandono educativo, los principales autores en el ámbito de investigación y las principales publicaciones sobre este problema educativo, entre otros.

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Integrating adaptivity in educational games: a combined bibliometric analysis and meta-analysis review

Cited by 48 publications

References 57 publications

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game

Revisión de la investigación educativa sobre el abandono escolar. Tendencias bibliométricas

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