How Does Personalized Learning Affect Student Achievement?

Pane, John F.; Steiner, Elizabeth D.; Baird, Matthew D.; Hamilton, Laura S.; Pane, Joseph D.

doi:10.7249/rb9994

Cited by 24 publications

(16 citation statements)

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“…With integrated artificial intelligence, chatbots can be used as a digital learning tool to ask questions, give answers to questions, retrieve information (Shawar & Atwell, 2007), visualize the contents (Bayan, 2005), explore online content (James, 2016), provide useful information (Brandtzaeg & Følstad, 2017), establish the knowledge that the students has to learn (Wenger, 1987), and propose possible solutions to the students individually (Singh, 2018) because several studies have shown that poor personalized support can lead to weak student learning outcomes while good personalized support can improve student learning outcomes (Pane et al, 2017;Hone & El Said, 2016;Brinton et al, 2015;Eom, Wen, & Ashill, 2006).…”

Section: Introductionmentioning

confidence: 99%

Chatbot Development as a Digital Learning Tool to Increase Students’ Research Knowledge

Vanichvasin¹

2021

IES

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The research aimed to: 1) develop the chatbot; 2) evaluate its effectiveness; and 3) investigate its effects on students’ research knowledge. The sample consisted of 36 Thai university students. The research instruments consisted of: 1) the chatbot; 2) an evaluation form; 3) an effectiveness questionnaire; and 4) research tests. Data analysis used was mean, standard deviation, content analysis and a t-test. The findings indicated that: 1) the chatbot was evaluated by experts with the applicability at a very high level ( = 4.67, S.D. = 0.08) with recommendation to add more research content and interactive learning. The pilot test was done with 14 non-target group of students. Students perceived the chatbot’s effectiveness at a high level ( = 4.43, S.D. = 0.35) with comments to add more examples and graphics to make the chatbot more interesting; 2) the 36 target group of Thai university students perceived the chatbot as an effective technology to use as a digital learning tool at a high level ( = 4.37, S.D. = 0.48). They thought that chatbot technology was easy to use, easy to understand, innovative and fun for learning. They could get answers instantly and be able to seek specific information without waiting for responses. However, in response to questions not matched keywords specified, further details of finding proper answers such as links should be provided instead of leaving those questions unanswered. Also, the chatbot only provided responses when typing correctly so there should be an option to choose from a list of questions or keywords; and 3) the post-test scores were significantly higher than the pre-test scores at the 0.05 level of significance. In conclusion, using chatbot technology in education settings to increase students’ research knowledge gave positive results as it led to positive learning outcomes and helped provide better personalized learning experience for students.

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Section: Introductionmentioning

confidence: 99%

Chatbot Development as a Digital Learning Tool to Increase Students’ Research Knowledge

Vanichvasin¹

2021

IES

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“…A more recent study found that over 2 years, personalized learning had positive effects on student mathematics and reading performance. Further, the lowest performing students made substantial gains relative to their peers (Pane et al, 2017). Yet more research is needed to understand the conditions under which adaptive learning is associated with the greatest gainsfor example, relative to what learning conditions?…”

Section: Adaptive Learningmentioning

confidence: 97%

When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction

Wang

Christensen

Cui³

et al. 2020

Interactive Learning Environments

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Adaptive learning systems personalize instruction to students' individual learning needs and abilities. Such systems have shown positive impacts on learning. Many schools in the United States have adopted adaptive learning systems, and the rate of adoption in China is accelerating, reaching almost 2 million unique users for one product alone in the past 3 years. Given such rapid adoption in China, it is useful to examine the efficacy of adaptive learning within that country's educational system. This study aimed to compare the learning impacts of individualized adaptive learning courseware to two common instructional approaches in China: large-group and small-group classroom instruction. This paper describes the results of two efficacy studies of one of China's first adaptive learning systems, Squirrel AI Learning. One study compares classroom-based individualized adaptive learning instruction to largegroup instruction, and another to small-group instruction. Chinese eighth-grade students from two provinces randomly assigned to use Squirrel AI Learning showed greater gains on a mathematics test than those randomly assigned to whole-class or small-group instruction led by expert teachers. Findings provide a basis for further research into the selection, use, and impact of adaptive learning systems in Chinese education.

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“…When the learner has involvement in the selection of topic and/or activities of the microcredential, research indicates that the depth of the learning is enhanced (Pane, Steiner, Baird, Hamilton, & Pane, 2017). Tennessee's model referred to this strength of microcredentials as "voice and choice" (DeMonte, 2018).…”

Section: What Are Micro-credentials?mentioning

confidence: 99%

Individual Personalized Learning

Hughey¹

2020

Educational Considerations

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How Does Personalized Learning Affect Student Achievement?

Cited by 24 publications

References 0 publications

Chatbot Development as a Digital Learning Tool to Increase Students’ Research Knowledge

Chatbot Development as a Digital Learning Tool to Increase Students’ Research Knowledge

When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction

Individual Personalized Learning

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