Mechanisms of Adaptivity in ALTs to Foster SRL in K-12 Education: A Systematic Literature Review

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Assessing and Supporting Self-Regulated Learning Across Learning Contexts

Abstract

This systematic literature study presents the empirical evidence regarding adaptive learning technologies (ALTs) and their inquiry into and leverage of adaptive support mechanisms aimed at enhancing macro- and micro-level self-regulated learning (SRL) processes of K-12 students. As existing evidence on the applications ALTs is mostly in higher education, reviewing their purported potentials for dynamically diagnosing students' SRL processes and thus personalizing support interventions in schools is essential. Following the PRISMA guidelines, a total of 40 empirical studies were eventually examined. The main finding indicates that existing ALTs prioritize macro-level SRL engagement, limiting their adaptivity scope to product-based content sequencing more than providing crucial, process-based support for SRL processes like task analysis, goal setting, evaluation, and reflection.

Authors

• Ismail Souiri, University of Bern

• Mathias Mejeh, Fachhochschule Nordwestschweiz