Impact of Adaptive Platforms on the Academic Performance of University Students

Carlos Dávila-Morán R.; Velásquez Orellana M. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/laccei2025.1.1.615

Resumen

In a context where higher education faces increasing challenges in personalizing learning and improving academic performance, adaptive platforms are emerging as innovative tools. These technologies use algorithms to adjust content and activities according to individual student needs. However, their effectiveness in university settings, such as the Universidad Peruana Los Andes, remains to be empirically corroborated. This study analyzes the impact of these platforms on the academic performance and satisfaction of university students. A quasi-experimental, comparative, and quantitative design was used with 120 undergraduate students (experimental and comparison groups). Questionnaires and academic grades were used to measure the variables, and Student's t-tests and factorial ANOVA were used to verify significant differences. The results revealed that the experimental group obtained better grades (M = 85.4, SD = 5.6) than the comparison group (M = 78.2, SD = 6.4; p < 0.001) and also showed greater satisfaction (p = 0.002). No significant effects of age or prior experience in technology use were found. The study supports the idea that adaptive platforms produce better academic results and greater student satisfaction, even across different contexts, and thus recommends their use as a teaching performance measure in higher education. Future research is suggested to evaluate their long-term effect on skills such as self-regulation and intrinsic motivation in different cultural and educational settings.

Instituciones: Universidad Continental