Adaptive learning: a new form of teaching and learning in higher education

Portugal T.; Fidel Y.; Advincula Vela D.D.; Mogollón Sandoval Ó.J.; Carrillo Pinto A. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.20605326

Resumen

Globally, the use of technology to support learning has increased significantly. The purpose of this article is to describe the student experience with adaptive learning across different platforms. A total of 20 articles on adaptive learning were analyzed after applying the inclusion and exclusion criteria established for the search process. The number of articles published on adaptive learning peaked in 2024, followed by 2020 and 2022. Most of the studies were conducted in the United States and Mexico. The research approach was also reviewed, with a focus on quantitative studies. The results revealed a scarcity of literature addressing student experiences when using AL platforms. The most commonly used tools or platforms were the CogBooks system, the Moodle LMS, and the Evaluation and Learning in Knowledge Spaces system. It is concluded that secondary school students have a positive perception of the use of adaptive learning (AL) technology or platforms; improvements in academic performance and greater student engagement were reported when effective feedback was provided. However, the integration of these adaptive systems requires strategic planning by institutions seeking to improve the personalization of their students’ learning experiences.

Instituciones: Universidad Nacional de Ucayali; Universidad Católica de Santa María