Efficacy of an Adaptive Learning System on Course Scores

Abstract

Adaptive learning systems have gained popularity within higher education, given the affordances that claim to enhance student learning outcomes by providing personalised learning trajectories that allow students to interact with course content at their own pace. Nonetheless, studies investigating the impact of such systems on learning outcomes such as course scores have been mixed, in part due to the research approaches applied, as found by the review undertaken in this study. Yet, for purposes of accountability, it remains critical to investigate the efficacy of adaptive learning systems, at least for its relation to course scores when assessment stakes are involved. This study reports the efficacy of an in-house adaptive learning system used within an institution in terms of its impact on course scores, based upon propensity score analysis, a quasi-experimental approach considered as a feasible alternative to randomised controlled trials. Results of this study reported a difference in course scores, suggesting merit in using the in-house adaptive learning system, though the difference did not present statistically significant differences at the 95% confidence level. Directions for future research are also discussed.