Adaptive Learning, Instruction, and Teaching in Schools: Unraveling Context, Sources, Implementation, and Goals in a Systematic Review

Adaptivity allows for meeting diverse students’ needs. Building on the Ada-LIT framework, this review systematically investigates 1) in which contexts, 2) based on which source and type of assessment, 3) by whom, 4) how, and 5) to what end adaptations are made in schools. We identified 69 publications through double-screening 555 empirical research articles from 2018-2022. Most research was conducted in elementary schools, particularly in math, and adaptivity was mainly delivered by systems. Performance was the most frequent source and targeted outcome, with less emphasis on emotions or demographic characteristics. Assessment of the adaptive source relied primarily on trace data. Operationalizations were mainly on a micro-level, specifically adaptive navigation, task difficulty, and support. Studies typically do not report on all six components of adaptivity as outlined in the framework. The Ada-LIT framework can guide rigorous designs and reporting of studies investigating adaptivity in schools. The results highlight research potential.