PERSONALIZED LEARNING THROUGH ADAPTIVE CONTENT MODIFICATION

EXPLORING THE IMPACT OF CONTENT DIFFICULTY ADJUSTMENT ON LEARNER PERFORMANCE

Authors

DOI:

https://doi.org/10.18316/rcd.v15i39.11153

Keywords:

Adaptive learning systems, Personalized learning, Learner performance, Content difficulty adjustment

Abstract

This research aims to explore the effectiveness of adaptive learning systems in dynamically modifying content to align with the abilities and knowledge levels of individual learners. By employing data analytics and machine learning algorithms, the study examines how content difficulty adjustment, pacing, content selection, and adaptive feedback contribute to a personalized learning experience. This study embarked on an exploration of the efficacy and implications of adaptive learning systems across diverse educational settings: K-12 classrooms, higher educational institutions, and corporate training environments. Through a multi-modal approach, incorporating both quantitative and qualitative analyses, the study evaluated the potential benefits and transformative impact of these personalized learning tools. Quantitatively, results indicated marked improvements post-intervention: notably, a rise in completion rates, significant enhancement in test scores, and increased engagement durations. Machine learning analyses further revealed patterns among learners, signifying segments that benefited immensely from the intervention. Qualitative feedback, obtained through semi-structured interviews, painted a compelling narrative of learner experiences. Common themes emphasized the system's adeptness at adjusting difficulty, facilitating personalized pacing, and providing nuanced, constructive feedback. Adaptive learning systems emerge as a potent tool in modern educational strategies, blending technology and pedagogy to deliver a tailored, responsive learning experience. However, while the immediate implications are promising, the broader applicability and long-term outcomes warrant further research. This study serves as a foundational exploration, signaling the transformative potential of adaptive learning in reshaping educational landscapes.

Author Biographies

Hicham Er-Radi, Abdelmalek Essaadi University

Abdelmalek Essaadi University, Morocco

Souhaib Aammou , Abdelmalek Essaadi University

Associate Professor at ENS Tetuan – Abdelmalek Essaadi University, Morocco.

Aymane Jdidou , Abdelmalek Essaadi University

Abdelmalek Essaadi University, Morocco

References

Aammou, S., Jdidou, Y., & El Bakkari, K. (2018). Toward New Method for Adaptive Learning. In Learning Strategies and Constructionism in Modern Education Settings (pp. 177-196). IGI Global.

Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching?. Review of Research in Education, 43(1), 336-362.

Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), 1-20.

Nadira, B., Makhlouf, D., & Amroune, M. (2021). Personalized online learning: context driven massive open online courses. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(6), 1-15.

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Published

2023-11-06