Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F19%3A50015408" target="_blank" >RIV/62690094:18440/19:50015408 - isvavai.cz</a>
Alternative codes found
RIV/62690094:18470/19:50015408
Result on the web
<a href="https://www.sciencedirect.com/science/article/pii/S0747563218302590?dgcid=coauthor" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0747563218302590?dgcid=coauthor</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.chb.2018.05.033" target="_blank" >10.1016/j.chb.2018.05.033</a>
Alternative languages
Result language
angličtina
Original language name
Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils
Original language description
The paper deals with assessment of the influence of adaptive e-learning as a part of learning analytics on learning effectiveness of primary school pupils. E-learning exercises containing implemented adaptive elements were created in accordance with the Bloom's Taxonomy. Within the pilot study the authors detected high percentage success rate during e-learning exercise completion. This leads to formulation of the question „Can any e-learning exercise of lower cognitive levels of Bloom's taxonomy be skipped without affecting the cognitive thinking for solution of the e-learning exercises on upper cognitive levels of Bloom's taxonomy?” To answer the question, the algorithm of adaptive e-learning was defined and hypotheses were established. The research was carried out as pedagogical experiment comparing the results of both experimental and control groups of pupils. The research hypotheses were confirmed by statistical analysis of the research data. The results confirm that adaptive features of e-learning can be implemented in the primary education. The research results confirm the fact that educational objectives can be achieved with some pupils more effectively. Consequently, the implementation of adaptive elements into e-learning at the primary school supports an individual approach when completing e-learning exercises according to the principle of cognitive computing.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Computers in human behavior
ISSN
0747-5632
e-ISSN
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Volume of the periodical
92
Issue of the periodical within the volume
March
Country of publishing house
GB - UNITED KINGDOM
Number of pages
15
Pages from-to
691-705
UT code for WoS article
000457504100065
EID of the result in the Scopus database
2-s2.0-85058325716