Answer format moderates the adaptive teaching effect: with open-answer items controlled, immediate learning benefits also emerge¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 When controlling for answer format, both long-term (β = 0.28) and immediate (β = 0.17) learning outcomes were significantly better in adaptive teaching units. → Sibley 2025

Evidence¶

Sibley 2025¶

Sibley, L., Fabian, A., Plicht, C., Pagano, L., Ehrhardt, N., Wellert, L., Bohl, T., & Lachner, A. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102141

q3 · i2 · causal · r2

Robustness analysis of the same study adding answer format as a control. Tests combining closed and open formats showed stronger results than closed-only tests.

"when controlling for answer type (closed versus closed and open answer format), not only students' long-term learning outcomes (β = 0.28, p = .003, small effect) were significantly better in the technology-enhanced adaptive teaching unit but also their immediate learning outcome (β = 0.17, p = .042, small effect)."

Discussion¶

Related Claims¶

• Meta-analyses report a small but significant advantage of non-interactive teaching over control, with large between-study variability — related
• Subject domain moderates the adaptive teaching effect: benefits in languages, none in STEM or humanities — related