Effects of Gender and Ability on Students' Use of Adaptive E-Learning Systems in School Contexts

• In Event: Moscone Center North Roundtable Session 4
  In Roundtable Session: Gender Considerations in Learning With Technology

Abstract

Features implemented in Adaptive E-Learning Systems (AES)—adaptivity, feedback, and self-regulated graded assistance—may increase equity in education: they can be used to address heterogeneity in classrooms. We analyzed process data to investigate the influence of gender and/or ability on six-graders’ (N=256) use of AES in 15 fractions-lessons. Girls and boys showed a comparable number of completed tasks, time spent on feedback, and use of graded assistance—yet, girls spent more time on task. On the same measures, high-achieving and low-achieving students differed only in using graded assistance: low-achieving students requested it more often. This indicates no extensive gender differences when using AES during grade-six mathematics lessons. Moreover, adaptive content can offer adequate learning opportunities for students with varying ability.

Authors

• Stefan Hoch, Technical University of Munich

• Frank Reinhold, Pädagogische Hochschule Freiburg

• Sarah Isabelle Hofer, University of Munich

• Kristina Maria Reiss, Technische Universitaet Munich