Adaptive Learning Bibliography

The authors reviewed 70 recent studies focused on adaptive systems and content intended to address individual student differences. The authors differentiated between adaptivity as a programming intervention and adaptability as a learner-controlled modification to one of the provided parameters of the instruction. Learner control was observed in 23 of the models. The majority of the studies reviewed covered learning-style based adaptivity, with the rest addressing student modeling. According to the authors, Felder-Silverman’s Learning Style Dimensions was used most, followed by cognitive styles, Kolb, VARK, and others. Data sources for the dynamic student modeling used in 28 of the studies included student behaviors, test scores, and students’ indication of learning goals or preferences. However, the use of multiple data sources for modeling was seen in only seven of the studies. Some studies suggested that the proposed models impacted student satisfaction and success, but the authors observed that the findings on specific learning outcomes were generally lacking. They concluded with several suggestions, including increasing the level of rigor in the research and increasing the level of collaboration between researchers from the computer sciences, instructional design, educational technology domains.