Exploring the Influence of Adaptive E-Learning Technology on Learners’ Perceptions of Mathematical Modeling and Simulation in South African Schools

Abstract

This study investigates the influence of adaptive e-learning technology on learners’ understanding of mathematical modeling and simulation. Through a comprehensive literature review, theoretical framework development, and empirical analysis, the study examines the relationship between learners’ qualifications, geolocation, and their perceptions of e-learning technology. It utilized a quantitative research approach with a sample size of 66 learners and administered structured questionnaires to urban and rural school learners and analyzed data at p < .05 using the factorial multivariate analysis of variance (FMANOVA). The findings reveal variations in opinions among learners at different qualification levels regarding the use of e-learning technology in mathematical concepts. Moreover, urban and rural learners show disparities in their association of e-learning technology with mathematical understanding. The study emphasizes the need for practical approaches to e-learning, addressing challenges related to access, reliability, and ease of use. Recommendations include integrating adaptive e-learning technology into school curricula and providing adequate training and support for teachers. Furthermore, suggestions for future research encompass exploring long-term impacts, individual differences, teacher roles, assessment and feedback, equity and accessibility, professional development, and comparative studies. Overall, this study contributes to understanding the role of adaptive e-learning technology in mathematics education, providing valuable insights for practitioners and policymakers to enhance teaching and learning experiences.