This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: Elementary school students who use an AI-supported learning tool learn arithmetic more quickly than children who do not use such a tool. This is the finding of a multiyear study by Radboud University involving nearly 8,000 children.
However, the researchers warn that it's no miracle cure, as the teacher's role remains essential even with AI. The researchers examined the development of numeracy skills among 7,885 Dutch elementary school students over a three-year period, when these systems were first used between 2014 and 2017. They compared classes that used an adaptive learning system with classes that taught numeracy without such a system.
Such a system automatically adapts exercises to the level of an individual student. Students are given more difficult tasks if they perform well and simpler tasks if they get stuck. On average, students who used the system showed more positive growth in their math performance over the years.
The study is published in the journal Learning and Instruction. "It is one of the first studies to examine the long-term effects of adaptive learning tools. Until now, research into these kinds of systems has mainly focused on short-term effects, or has been conducted on a smaller scale," explains Susanne de Mooij, an education researcher and one of the study's authors.
"Adaptive learning systems have been in use for almost 15 years in more than half of all Dutch elementary schools. Nevertheless, some fear that this type of adaptive learning tool leads to students learning less effectively, as digital learning materials are thought to be less effective than paper-based ones. This study shows that, in cognitive terms at least, this is not the case." The effects found are modest, De Mooij emphasizes.
"We have found small effects, but generally a positive trend. Moreover, the positive effect is particularly evident in large schools and in vulnerable schools with many students from less advantaged socioeconomic backgrounds. There is often greater variation between students in such settings.
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