Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit

Bella Ross ^[1] ; Anne-Marie Chase ^[3] ; Diane Robbie ; Grainne Oates ^[2] ; Yvette Absalom ^[4]
1. [1] Monash University
  
  Monash University
  
  Australia
2. [2] Swinburne University of Technology
  
  Swinburne University of Technology
  
  Australia
3. [3] Australian Centre for Educational Research (Australia)
4. [4] CPA Australia (Australia)
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Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 15, 2018
Idioma: inglés
Enlaces
- Texto completo (pdf)

Resumen
- Adaptive learning presents educators with a possibility of providing learning opportunities tailored to each student’s individual needs. As such, adaptive learning may contribute to both improving student learning outcomes and increasing student motivation and engagement. In this paper, we present the findings from a pilot of adaptive quizzes in a fully online unit at an Australian higher education provider. Results indicate that adaptive quizzes contribute to student motivation and engagement, and students perceive that adaptive quizzes support their learning.
  
  Interestingly, our results reveal that student scores did not increase significantly as a result of the introduction of adaptive quizzes, indicating that students may not be best placed to assess their own learning outcomes. Despite this, we conclude that adaptive quizzes have value to increase student motivation and engagement.