A Meta‐Analysis of Moderators of the Effects of Technology‐Enhanced Adaptive Learning on Primary and Secondary Students' Learning Outcomes

ABSTRACT Background Technology‐enhanced adaptive learning, which includes Intelligent Tutoring Systems (ITSs), represents a significant research stream targeted at individualised learning. Although systematic review and meta‐analysis studies have synthesised the evidence of technology‐enhanced adaptive learning, most did not differentiate how this effect may promote different learning outcomes to varying degrees and especially did not shed much light on potential moderating effects. Objectives This comprehensive meta‐analysis (CMA) is focused on the effects of technology‐enhanced adaptive learning on cognitive, affective, and behavioural learning outcomes, considering a series of specific moderator variables. Methods This meta‐analysis synthesised 69 studies from electronic databases and high‐impact journals in educational technology published between 2012 and 2021, with a total of 9095 students. Results and Conclusions The findings indicate that technology‐enhanced adaptive learning has a medium‐positive effect on primary and secondary school students' learning in terms of cognitive, affective, and behavioural learning outcomes. Further moderator analyses revealed that factors in categories of research context, adaptive strategy, technology, and study quality significantly moderated the summary effect sizes for at least one learning outcome dimension. Twelve significant moderators for cognitive learning outcomes (e.g., subjects, adaptive targets, adaptive technology), two for affective learning outcomes (i.e., feedback type, data collection methods), and two for behavioural learning outcomes (i.e., learner characteristics, hardware used in experimental groups) were identified. The implications of the findings and directions for technology‐enhanced adaptive learning practices are discussed. Takeaway Stakeholders need to be aware of what matters in technology‐enhanced adaptive learning; it is not just the effectiveness of these adaptive learning systems but knowing how to develop, design, implement, and evaluate the effects that matter.