Abstract:
INTRODUCTION: Higher education institutions face persistent challenges of student retention and
academic progress. Personalized adaptive learning has the potential to address these issues as it
leverages educational technology to tailor learning pathways according to individual student
needs.
OBJECTIVE: To elucidate the key characteristics of personalized adaptive learning in higher education and its impact on academic performance and engagement.
METHODS: The Joanna Briggs Institute scoping review methodology was followed. Key international databases were searched to retrieve articles. The titles and abstracts of selected studies
were imported into Covidence. Peer-reviewed journal articles, theses, and dissertations focusing
on undergraduate students engaged in personalized adaptive learning, published between 2012
and 2024 were included. Data was extracted and charted in Covidence. Results were summarised
through a narrative synthesis and visually presented in a PRISMA-ScR flow diagram.
RESULTS: This review included 69 eligible studies. The findings reveal insights into the multifaceted
nature of personalized adaptive learning, which include platforms, implementation strategies,
perceived strengths and limitations by instructors and students. Pre-knowledge quizzes were
reported as the most common indicator for activating adaptive content delivery, and McGrawHill’s Connect LearnSmart and Moodle were the most utilized adaptive platforms. Improved
academic performance was reported by 41 of the studies (n = 41, 59 %), and 25 studies (n = 25,
36 %) indicated increased student engagement.
CONCLUSION: This study highlights the potential of personalized adaptive learning to positively
impact academic performance, student engagement and learning, despite technological limitations. Further research is encouraged to address technological challenges, build on strengths and
refine implementation and application of personalized adaptive learning in higher education.
