The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis

Zheng, Lanqin; Long, Miaolang; Zhong, Lu; Gyasi, Juliana Fosua

doi:10.1007/s10639-022-11092-7

Cited by 47 publications

(19 citation statements)

References 48 publications

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“…Several meta-analyses highlighted the positive effect of feedback on student performance (Hattie & Timperley, 2007;Wisniewski et al, 2020) and a long research tradition focuses adaptive teaching concepts, in which teachers adjust their teaching approach to individual students learning (Brühwiler & Blatchford, 2011;Hardy et al, 2011;Hattie, 2009). In recent decades, this personalized learning has been closely linked to digital media in educational research, and has been found to have positive impacts on learning outcomes (Major et al, 2021;Zheng et al, 2022). The data from the present study did not show an overall positive effect of personalized teaching.…”

Section: Discussioncontrasting

confidence: 55%

“…While some children were able to learn with learning management systems (LMS), videoconferencing or interactive webinars other children did only receive worksheets without any feedback by their teachers (Porsch & Porsch, 2020). In general, recent findings suggest that technology-enhanced personalized learning is associated with better learning outcomes, higher motivation to learn, and more positive student perceptions of learning (Major et al, 2021;Zheng et al, 2022). Accordingly, the positive effects for personalized learning (Zhang et al, 2020) and feedback (Wisniewski et al, 2020) that have been known for decades in traditional classrooms settings can also be observed for digital learning environments.…”

Section: Basic Mathematical Skills and Distance Learning In Germanymentioning

confidence: 99%

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Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

Orbach¹,

Fritz²,

Haase³

et al. 2022

Preprint

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The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children’s academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households, school children had very different learning conditions during the pandemic. This fact raises questions whether the framework of distance learning has impacted children’s development of basic number skills. In this paper, descriptive information on children’s home learning conditions and teachers’ distance teaching approaches during the pandemic, socio-cultural capital, and basic number skills of 484 third and fourth grade students (51,2% girls) in the state of North Rhine-Westphalia (Germany) are assessed. The data revealed risk factors such as not having a tablet/laptop, lack of access to the internet, or a learning environment with siblings without an adult family member present. A negative association was found between multiple risk factors (at-risk levels) in home learning and basic number skills. This link was partially mediated by socio-cultural capital and moderated by teachers’ distance teaching approach. Children whose teachers applied a more personalized teaching approach showed fewer negative relations between at-risk levels and basic number skills. While no evidence was observed for positive effects of videoconferencing, school-based emergency classes, or private tutoring on basic number skills, children whose learning was supported by learning management systems showed better skills than their peers. The findings highlight the differential impact of home-based learning conditions during the pandemic and provide practical implications for realization of distance teaching.

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Section: Discussioncontrasting

confidence: 55%

Section: Basic Mathematical Skills and Distance Learning In Germanymentioning

confidence: 99%

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

Orbach¹,

Fritz²,

Haase³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Although reviews and meta-analyses are rather scarce, DPL has found to be beneficial for cognitive outcomes such as higher learning achievement, and non-cognitive outcomes such as engagement (Major & Francis, 2020;Pfeiffer et al, 2021;Zheng et al, 2022). In addition, DPL is also expected to be beneficial for teachers; DPL tools can invoke reflection on numerous fields of interests and knowledge levels within a differing class group (Baker, 2016;Holmes et al, 2018;SRI international, 2018).…”

Section: Dplmentioning

confidence: 99%

“…Especially technology facilitating personalized learning is seen as a key force in impacting educational practice (Kolchenko, 2018;Reich, 2020). Reviews and meta-analyses depict that digital personalized learning (DPL) research is expanding, not solely because of the expected potential to leverage students' motivation and performances, but also because of its ability to support teachers who are facing large heterogenous class groups (see Bernacki et al, 2021;Major & Francis, 2020;Van Schoors et al, 2021;Xie et al, 2019;Zheng et al, 2022).…”

mentioning

confidence: 99%

The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations

et al. 2022

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Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers' perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6-18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers' reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.

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“…Although personalization is a multi‐layered term that is open to several interpretations, according to Keefe (2007) it usually refers to any effort to tailor the learning process to each student's needs and capacities, so it generally requires identifying the individual capabilities of students and providing learners with flexibility in both contents and pace. Concerning the potential of personalization in school contexts, the empirical evidence collected by different meta‐analyses indicates that technology‐supported personalised learning is effective in improving learning outcomes (Major et al, 2021; Zheng et al, 2022). In addition, when adapting teaching‐learning processes to offer personalised learning, it should be taken into account that LA must facilitate the transformation of learning according to students' individual needs (eg, Shemshack & Spector, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

Rodríguez-Martínez

González‐Calero

Olmo‐Muñoz

et al. 2022

Brit J Educational Tech

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This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. What is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics. Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties. Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments. There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms. What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions. Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions. Using ARS for the teaching of fractions has a positive effect in terms of student motivation. Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction. Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis

Cited by 47 publications

References 48 publications

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

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