Activating discipline specific thinking with adaptive learning: A digital tool to enhance learning in chemistry

Area of Science:

• Chemistry Education
• Tertiary Science Education
• Digital Learning Technologies

Background:

• Engaging diverse tertiary science students equitably is challenging.
• Personalized learning in large courses requires digital technology.
• Discipline-specific thinking is crucial for science learning.

Purpose of the Study:

• Investigate adaptive learning technology for personalized chemistry education.
• Assess adaptive learning's effectiveness in engaging students in discipline-specific thinking.
• Provide empirical evidence for adaptive learning's benefits in science education.

Main Methods:

• Integrated adaptive learning into a foundational chemistry subject.
• Utilized quantitative analysis to evaluate student outcomes.
• Focused on personalized learning pathways.

Main Results:

• Adaptive learning technology effectively engaged students.
• Empirical evidence supports short-term and long-term benefits of adaptive learning.
• Improved educational behaviors beyond grades were observed.

Conclusions:

• Adaptive learning equitably meets diverse student needs in science education.
• Adaptive learning is a critical pedagogical tool for chemistry and other science educators.
• Digital technologies are essential for personalized tertiary science learning.