What makes tablet‐based learning effective? A study of the role of real‐time adaptive feedback

This study investigated the added value of real‐time adaptive feedback on seventh graders' performances in tablet‐based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper‐and‐pencil, pen‐based tablet without feedback and pen‐based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted students' pen strokes on the screen. A total of 85 French students drew three geometric shapes, either on paper or on a tablet, and then performed a transfer task on paper. Results showed that using a tablet without feedback did not improve learning but seemed to enhance interest in the task compared to the paper‐and‐pencil group. Students in the tablet with feedback group performed significantly better than the other two groups on learning, as well as on transfer. This study was the first to combine media comparison and added‐value approaches to test the effects on students' geometry performances of using a new educational app on a pen‐based tablet in a naturalistic classroom environment. Results showed that it was not the medium used but the intelligent tutoring system‐based feedback that improved students' performance. Our data therefore indicate that artificial intelligence is a promising way of providing learners with real‐time adaptive feedback in order to improve their performances. Practitioner notes What is already known about this topic Previous meta‐analyses have investigated the effects of tablet‐based learning. Tablet computers have been proven to increase students' motivation. Yet, the influence of tablet computers on learning outcomes remains inconclusive. Other studies show that certain features of environments, such as feedback, have positive effects on learning. What this paper adds Most of the previous studies adopted a media comparison approach (paper‐ vs. tablet‐based instruction). We combine this approach with an added‐value approach by adding or not real‐time AI‐based feedback. Results showed that tablet use increased children's interest but not their learning outcomes. Feedback improved children's performance in a training task and a later transfer paper task. Implications for practice and/or policy Tablet computers can promote students' interest in the task during geometry instruction. App features play a critical role in improving students' learning. Specifically, IA‐based adaptive feedback helps children to perform better on a geometry task.