Unveiling the future of learning: The transformative impact of adaptive learning environments in the field of bionics in science education

Abstract

Adaptive learning through learning software represents an innovative teaching approach that employs digital media to tailor educational content and materials to the needs, abilities and learning pace of each individual. This study analyzes the impact of implementing an adaptive digital learning platform in terms of students' perceptions of the user experience and learning outcomes in a school context. Three distinct learning modules on the subjects of `polar bear`, `heat transport` and `temperature and heat`, pertaining to the field of bionics, were completed by the students on an adaptive digital learning platform during a science lesson. The study analyzed data from a total of 56 sixth-grade students from two German grammar schools. Questionnaires and performance tests were administered at various stages during the completion of the learning modules on the platform. The questionnaires covered a range of aspects including motivation, use of digital media, time spent with digital media, and media used. In addition, students' learning success through the learning platform, cognitive activation, and situational interest were investigated. Performance tests were used to determine prior knowledge and understanding of the content of the bionics modules before and during use of the learning platform. The results indicate that digital media, particularly learning software has a motivating effect on almost all students in the class (98%). Furthermore, 80% of students prefer a mix of traditional teaching methods and digital media, reflecting a preference for a hybrid learning environment. The emotional response to the digital learning platform was predominantly positive (62%), but 38% of learners reported feeling uncertain when using the digital learning environment. A performance test analysis revealed that the greatest learning gain between the pre- and post1-performance tests was observed in the `polar bear` module, with a learning gain of over 40%. This was followed by a learning gain of over 20% for the `heat transport` module and 13% for the `temperature and heat` module. In conclusion, the digital learning platform has the potential to significantly enhance learning and activate cognitive processes based on student motivation and situational interest, provided that the subject matter is appropriate.