Between the clicks

Abstract

Adaptive learning technology has the potential to tailor learning to suit individual students’ needs, desires and competence level. However, qualitative close up studies of students’ interaction with adaptive technology are rare. This study explores 4th grade mathematics students’ use of adaptive learning technology through screen recordings supplemented with analysis of data generated and tagged by the adaptive engine. The study explores how different types of students, i.e. students with varying mathematical competence levels, motivation and self-efficacy towards mathematics, interact with an adaptive learning material, what learning paths emerge for different types of students in their interaction with the adaptive learning resource and how student self-efficacy is affected by the interaction. Implications for both future design and teacher use of adaptive learning materials are discussed.