Teachers across the reviewed studies used varied digital learning platforms, including learning management systems, adaptive platforms, and intelligent tutoring systems¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The eight studies that specified their platform used learning management systems (Buzz, KnowledgeNET, Schoology), the adaptive platform Snappet, and intelligent tutoring systems (NumberShire Integrated Tutor System, Carnegie Learning Tutor, Luna dashboard). → Alina Hase 2024 q2 i? The specific type of digital learning platform appears not to be highly relevant, as different platforms had been used for data-based decision-making. → Alina Hase 2024

Evidence¶

Alina Hase 2024¶

Alina Hase, Poldi Kuhl. (2024). Teachers’ use of data from digital learning platforms for instructional design: a systematic review. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10356-y

q2 · i? · review · r2

Qualitative synthesis of the n = 11 included studies' platform descriptions. The review reports that n = 3 studies did not specify their platform, while the rest used named LMSs, Snappet, and tutoring systems; it concludes "the specific type of digital learning platform appears to be not that relevant".

"In the studies of Knoop-van Campen and Molenaar (2020) as well as Molenaar and Knoop-van Campen (2018), Snappet as an adaptive learning platform was used by teachers and students."

Discussion¶

Related Claims¶

• Research on teachers' use of digital learning platform data for instructional design is young and predominantly exploratory, based on a systematic review of 11 studies — a broader claim this one bears on
• AI-supported adaptive systems are reported to enhance adult learner engagement, motivation, and outcomes when aligned with learner goals and prior knowledge — related
• Intelligent tutoring systems improve achievement over non-individualised instruction — related
• ITSs as core or supplementary components of instruction show positive learning gains in individual studies, including ALEKS, Writing Pal, and eDia platform deployments — related
• Learning benefits of Cognitive Tutor interactivity are supported to varying extents by a growing body of experimental studies — related
• Scalability of the MLADs across municipalities was limited by differing educational data sources, varied LMS platforms, and differing teacher familiarity with data-driven dashboards — related