Subject domain moderates the adaptive teaching effect: benefits in languages, none in STEM or humanities¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Adaptive teaching units outperformed control units in language subjects, with a medium effect in the delayed posttest (β = 0.58), while no differences emerged in STEM or humanities. → Sibley 2025 q3 i2 The condition × domain interaction was significant at both posttests (β = 0.29 immediate; β = 0.30 delayed). → Sibley 2025 (2)

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 · i3 · causal · r2

Simple-comparison follow-ups to the significant condition × domain interaction in the same cluster-robust models. Languages showed "β = 0.58, p < .001, medium effect" at delay.

"Additional simple comparisons revealed that the adaptive teaching units were more effective than the control units in languages (immediate posttest: β = 0.41, p = .001, small effect). This effect was even more pronounced in the delayed posttest (β = 0.58, p < .001, medium effect)."

Sibley 2025 (2)¶

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

Omnibus moderation analysis of the same study. The article also reports "no differences among conditions in STEM subjects and humanities (p ≥ .301)."

"results revealed a significant interaction between condition and domain in both the immediate posttest (β = 0.29, p = .002, small effect) and the delayed posttest (β = 0.30, p = .001, small effect)."

Discussion¶

Related Claims¶

• Technology-enhanced adaptive teaching improves delayed but not immediate learning outcomes compared with business-as-usual teaching — related
• Technology-enhanced adaptive teaching shows no significant effects on monitoring accuracy, subject-specific interest, or self-efficacy — related
• Degree of adaptivity moderates the adaptive teaching effect: only highly adaptive units outperform control, and boost self-efficacy — related
• Answer format moderates the adaptive teaching effect: with open-answer items controlled, immediate learning benefits also emerge — related
• Digital data use differs by teaching subject: STEM teachers report lower use than languages/arts/humanities and vocational teachers, and vocational teachers report the highest use — related