Table 3.
Data chart on the key characteristics and impact of personalized adaptive learning.
| Author | Personalized adaptive learning measures | Content delivered through personalized adaptive learning | Strengths of personalized adaptive learning | Limitations of personalized adaptive learning | Impact on academic performance |
|---|---|---|---|---|---|
| Aljabali et al.(2020) [41] | Student (social/behavioral) attributes based on self-rated measures; Learning profiles - self-rated | Academic teaching content; Self-assessment quizzes | Personalization and customization of learning. | None reported | Increased student success |
| Alkore Alshalabi, (2016) [42] | Pre-knowledge quiz/test; Learning profiles - self-rated | Academic teaching content | Personalization and customization of learning | None reported | Increased student success |
| Alshammari & Qtaish, (2019) [43] | Pre-knowledge quiz/test; Learning profiles - self-rated | Academic teaching content | Improve learning outcomes and quality of learning. | Other: Limited ability for students to control the learning process | Increased student success |
| Alsobhi & Alyoubi, (2019) [19] | Learning profiles - self-rated | Not reported | Improve learning outcomes and quality of learning. | None reported | No impact reported |
| Alwadei, (2019) [44] | Pre-knowledge quiz/test; Multi-modal data | Academic teaching content; Other: Revision course | Personalization and customization of learning | Other: Focus on outcomes measures, such as cognitive performance, rather than learning processes | Increased student success |
| Alwadei et al. (2023) [45] | Student engagement based on Learning Analytics (Activity logs/Clickstreams); Pre-knowledge quiz/test; Academic performance averages; Student (social/behavioural) attributes based on self-rated measures | Academic teaching content; Self-assessment quizzes | Personalization and customization of learning; Improve learning outcomes and quality of learning | Technological limitations | Increased student success |
| Azevedo et al. (2024) [46] | None reported | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation | None reported | No impact reported |
| Bamba Adewumi, (2020) [47] | Pre-knowledge quiz/test | Homework assignments; Tutorials/Remedial teaching | Increase engagement and motivation; improve teaching efficiency. | Students tried to use a 14-day free trial to avoid paying a costly access fee. | Increased student success |
| Basitere et al. (2023) [48] | None reported | Self-assessment quizzes | Improve learning outcomes and quality of learning; Other: Timely student feedback & use of visual modes to explain concepts | Technological limitations; Other: Interactive platforms are expensive and not all students have prior experience with technology. | Increased student success |
| Benchoff et al. (2018) [49] | Pre-knowledge quiz/test; Learning profiles - self-rated | Academic teaching content; Self-assessment quizzes | Improve learning outcomes and quality of learning. | Other: Attempts had to be limited to avoid trial and error by students. | Increased student success |
| Cerezo et al. (2020) [50] | Student (social/behavioral) attributes based on self-rated measures; Other: Self-regulating strategies | Other: Self-regulating strategies for learning | Personalization and customization of learning. | None reported | Other: Increase in self-regulation strategies. |
| Chrysafiadi et al. (2023) [51] | Pre-knowledge quiz/test | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation; Improve teaching efficiency | None reported | Increased student success |
| Clark & Kaw, (2020) [52] | Pre-knowledge quiz/test; Academic performance averages; Multi-modal data; Student (social/behavioral) attributes based on self-rated measures | Other: Pre-class preparations for flipped classroom | Improve learning outcomes and quality of learning. | Other: Effort required to program the platform and have content ready for implementation. | Increased student success |
| Contrino et al.’ (2024) [53] | Student engagement based on Learning Analytics (Activity logs/Clickstreams); Pre-knowledge quiz/test; Academic performance averages | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning | Technological limitations; Attitudinal limitations | Increased student success |
| Deng et al. (2019) [54] | Learning profiles - self-rated | Academic teaching content | Improve learning outcomes and quality of learning; improve teaching efficiency. | Other: Limited consideration of advanced student behavior | Increased student success |
| Dietrich et al. (2021) [55] | Pre-knowledge quiz/test; Other: Questionnaires on motivation | Academic teaching content | Improve teaching efficiency. | Other: No student collaboration and no individualized prompts to support students in using self-regulated learning strategies. | Increased student success |
| Dry et al. (2018) [56] | Student engagement based on Learning Analytics; Academic performance averages; Student (social/behavioral) attributes based on self-rated measures; | Academic teaching content | Personalization and customization of learning. | Technological limitations | Increased student success |
| Duffy & Azevedo, (2015) [57] | Pre-knowledge quiz/test; Student (social/behavioral) attributes based on self-rated measures | Academic teaching content | Improve learning outcomes and quality of learning. | Other: Scaffolds are not sufficient to improve comprehension and achievement outcome | No impact reported |
| Dziuban et al. (2018) [58] | Pre-knowledge quiz/test | Academic teaching content | Personalization and customization of learning; improve teaching efficiency; accessibility. | None reported | No impact reported |
| Eau et al. (2022) [59] | Pre-knowledge quiz/test | Homework assignments | Improve teaching efficiency. | None reported | Increased student success |
| Eichler & Peeples, (2013) [60] | Pre-knowledge quiz/test; Academic performance averages | Homework assignments | Improve learning outcomes and quality of learning. | Technological limitations; Time and resource limitations | Increased student success |
| Ennouamani et al. (2020) [61] | Pre-knowledge quiz/test; Academic performance averages; Learning profiles - self-rated; Student (social/behavioral) attributes based on self-rated measures | Academic teaching content | Improve learning outcomes and quality of learning; accessibility. | Other: Limited multimedia formats of content presentation | Increased student success |
| Eryilmaz & Adabashi, (2020) [62] | Pre-knowledge quiz/test | Other: Learning Excel | Personalization and customization of learning; improve learning outcomes and quality of learning; improve teaching efficiency. | None reported | Increased student success |
| Gransden et al. (2024) [63] | Student engagement based on Learning Analytics (Activity logs/Clickstreams) | Other: Referencing & student systems | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation | Technological limitations | Increased student success |
| Harati et al. (2021) [64] | Pre-knowledge quiz/test; Student (social/behavioral) attributes based on self-rated measures | Academic teaching content | Personalization and customization of learning. | Other: Adaptive technology requires autonomous and independent learners with high SRL skills | No impact reported, SRL scores decreased |
| Heras et al. (2020) [65] | Learning profiles - self-rated; Other: Student's educational preferences in terms of interactivity level, preferred language and preferred format. | Academic teaching content | Personalization and customization of learning. | Other: Textual explanations not suited for all learners. | No impact reported |
| Hinkle et al. (2020) [66] | Pre-knowledge quiz/test | Academic teaching content | Improve learning outcomes and quality of learning during a disaster. | None reported | No impact reported |
| Horvers et al. (2024) [67] | Pre-knowledge quiz/test; Physiological data; Student (social/behavioural) attributes based on self-rated measures; Affective state of students | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation | Technological limitations | No impact reported |
| Hsieh et al. (2013) [24] | Pre-knowledge quiz/test; Learning profiles - self-rated | Tutorials/Remedial teaching | Personalization and customization of learning; improve learning outcomes and quality of learning. | Other: Fail to reflect if teaching materials match learner preferences. | Increased student success |
| Huang & Shiu, (2012) [68] | Pre-knowledge quiz/test | Other: Web design - related to their field of study | Personalization and customization of learning; improve teaching efficiency. | Perception limitations | Increased student success |
| Ipinnaiye et al. (2024) [69] | Student engagement based on Learning Analytics (Activity logs/Clickstreams); Confidence level on content related questions | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation | Pedagogical limitations; Logistical limitations | Increased student success |
| Jang et al. (2017) [16] | Multi-modal data; Learning profiles - self-rated; Student (social/behavioral) attributes based on self-rated measures; Other: Confidence level on content related questions | Academic teaching content | Personalization and customization of learning. | Technological limitations; | No impact reported |
| Other: Lacks tactile interactions with patients. | |||||
| Janson et al. (2022) [70] | Student engagement based on Learning Analytics (Activity logs/Clickstreams) | Academic teaching content | None reported | Technological limitations | No impact reported |
| Jeong et al. (2012) [71] | Pre-knowledge quiz/test | Other: English | Improve teaching efficiency; improve learning outcomes and quality of learning. | None reported | Increased student success |
| Jeong & Choi, (2013) [72] | Pre-knowledge quiz/test | Other: English | Personalization and customization of learning; accessibility. | None reported | Increased student success |
| Kaoropthai et al. (2019) [73] | Pre-knowledge quiz/test | Tutorials/Remedial teaching | Personalization and customization of learning. | Other: Limited consideration of individual learner variables | Increased student success |
| Khosravi et al. (2019) [74] | Student engagement based on Learning Analytics; Academic performance averages | Academic teaching content | None reported | None reported | Increased student success |
| Kolpikova et al. (2019) [75] | Pre-knowledge quiz/test | Self-assessment quizzes | None reported | Time and resource limitations | No impact reported |
| Kunzler, (2012) [76] | Other: Student errors | Homework assignments | Improve teaching efficiency | Technological limitations; time and resource limitations. | Increased student success |
| Latham et al. (2014) [77] | Pre-knowledge quiz/test; Learning profiles - self-rated | Tutorials/Remedial teaching | Personalization and customization of learning; increase engagement and motivation. | Time and resource limitations; Other: the algorithm not adaptive to emotional factors such as boredom and frustration that affect learning. | Increased student success |
| Leas, (2015) [20] | Pre-knowledge quiz/test; Learning profiles - self-rated | Academic teaching content | None reported | None reported | No impact reported |
| Lim et al. (2023) [78] | Academic performance averages | Not reported | Personalization and customization of learning; Improve learning outcomes and quality of learning | None reported | Increased student success |
| Lim et al. (2024) [79] | Student engagement based on Learning Analytics (Activity logs/Clickstreams) | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning | Technological limitations | No impact reported |
| Lv, (2024) [80] | Student (social/behavioural) attributes based on self-rated measures; Other: Competency indicators | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation | None reported | Increased student success |
| Maaliw III, (2020) [81] | Student engagement based on Learning Analytics Learning profiles - self-rated | Academic teaching content | Personalization and customization of learning. | Technological limitations | No impact reported |
| Manly, (2024) [82] | Pre-knowledge quiz/test; Academic performance averages | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Accessibility | None reported | Increased student success |
| Mejeh et al. (2024) [83] | Student (social/behavioural) attributes based on self-rated measures | Other: Self- Regulated Learning strategies | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation; Other: data analysis | Technological limitations; Limited personalization | No impact reported |
| Miller et al. (2019) [84] | Pre-knowledge quiz/test | Homework assignments | Personalization and customization of learning. | Other: Weighting, number of attempts allowed and rigid due dates may impact completion rates | No significant impact reported |
| Mwambe et al. (2020) [85] | Student engagement based on Learning Analytics; Pre-knowledge quiz/test; Academic performance averages; Physiological data; Other: Reading time. | Academic teaching content | Personalization and customization of learning. | None reported | Increased student success |
| Papamitsiou et al. (2020) [86] | Student engagement based on Learning Analytics; Pre-knowledge quiz/test; Physiological data; Student (social/behavioral) attributes based on self-rated measures | Self-assessment quizzes | Personalization and customization of learning; increase engagement and motivation. | None reported | No impact reported |
| Polly et al. (2014) [87] | Pre-knowledge quiz/test | Academic teaching content; Tutorials/Remedial teaching | Increase engagement and motivation; improve learning outcomes and quality of learning. | None reported | No impact reported |
| Premlatha et al. (2016) [88] | Student engagement based on Learning Analytics; Multi-modal data; Learning profiles - objective | Academic teaching content | Personalization and customization of learning. | None reported | No impact reported |
| Putra et al. (2021) [21] | Pre-knowledge quiz/test | Academic teaching content | Personalization and customization of learning; improve teaching efficiency and data analysis. | Time and resource limitations | No significant impact reported |
| Renn et al. (2021) [89] | Student engagement based on Learning Analytics; Pre-knowledge quiz/test | Homework assignments | Improve learning outcomes and quality of learning; improve teaching efficiency. | Other: Designed to supplement classroom instruction, cannot replace teaching | Increased student success |
| Samofalova et al. (2023) [90] | Pre-knowledge quiz/test; Learning profiles - self-rated | Academic teaching content | Personalization and customization of learning; Improve learning outcomes and quality of learning; Increase engagement and motivation | Attitudinal limitations | Increased student success |
| Scarpiello, (2021) [30] | Pre-knowledge quiz/test | Homework assignments | Personalization and customization of learning; improve learning outcomes and quality of learning. | Other: Student adjustment to online instruction | Increased student success |
| Sense et al. (2021) [91] | Pre-knowledge quiz/test | Academic teaching content | Personalization and customization of learning; increase engagement and motivation. | Technological limitations | No impact reported |
| Smyrnova-Trybulska et al. (2022) [92] | Learning profiles - objective | Academic teaching content | Personalization and customization of learning. | Time and resource limitations | Increased student success |
| Troussas, Chrysafiadi et al. (2021) [93] | Student engagement based on Learning Analytics; Learning profiles - objective; Affective state of students; Other: Usability and User experience instruments | Academic teaching content | Personalization and customization of learning; improve learning outcomes and quality of learning. | None reported | No impact reported |
| Troussas, Krouska et al. (2021a) [94] | Pre-knowledge quiz/test; Academic performance averages | Academic teaching content | Personalization and customization of learning; improve learning outcomes and quality of learning. | Technological limitations | Increased student success |
| Troussas, Krouska et al. (2021b) [95] | Pre-knowledge quiz/test; Academic performance averages; Other: Degree of misconceptions between student mistakes and student performance | Academic teaching content | Personalization and customization of learning; improve learning outcomes and quality of learning. | Technological limitations | No impact reported |
| White, (2020) [96] | Confidence level on content related questions; Other: Content knowledge | Academic teaching content | Personalization and customization of learning. | Technological limitations; Other: Poor match between test questions and content, Reading and difficulty levels of questions set by test bank vs instructor may differ. |
No impact reported |
| Wu et al. (2018) [97] | Pre-knowledge quiz/test | Other: Learning Excel | Personalization and customization of learning; improve learning outcomes and quality of learning. | Other: Limited consideration of individual learner variables and not providing dynamic scaffoldings for them. | Increased student success |
| Xie et al. (2019) [98] | Pre-knowledge quiz/test | Other: English second language - word learning | Personalization and customization of learning. | Time and resource limitations | Increased student success |
| Xu et al. (2014) [99] | Pre-knowledge quiz/test | Academic teaching content; Self-assessment quizzes | Personalization and customization of learning. | None reported | Increased student success |
| Yang et al. (2013) [100] | Pre-knowledge quiz/test; Learning profiles - self-rated | Academic teaching content | Improve learning outcomes and quality of learning. | Other: Not considering the difficulty levels of the learning materials. | Increased student success |
| Yang et al. (2014) [101] | Pre-knowledge quiz/test; Other: Critical thinking and language tests | Academic teaching content | Personalization and customization of learning. | Other: Not allowing learners to progress from one proficiency level to another. | Other: Improved critical-thinking skills |
| Yousaf et al. (2023) [102] | Pre-knowledge quiz/test | Academic teaching content | Personalization and customization of learning; Increase engagement and motivation | None reported | Increased student success |
| Zhu & Wang, (2020) [103] | Student engagement based on Learning Analytics; Pre-knowledge quiz/test; Academic performance averages; Other: Student perception survey | Academic teaching content | Increase engagement and motivation. | Technological limitations; Other: Limited data analytics |
Increased student success |