Digital Adaptive Learning Models for Enhancing the Pedagogical Practices in Mathematical Education
Keywords:
Digital Adaptive Learning, mathematics education, student engagement, teacher engagement, GeoGebra, Desmos, interactive learning, academic performance, student satisfaction, personalized learningAbstract
The integration of Digital Adaptive Learning (DAL) models in mathematics education represents a significant shift from traditional lecture-based instruction to a more interactive, student-centered learning experience. This study examines the effectiveness of DAL models in enhancing pedagogical practices in the teaching of mathematics. Specifically, it evaluates the impact of using GeoGebra and Desmos platforms on student academic performance, teacher engagement, and student satisfaction in comparison to conventional teaching methods. A quasi-experimental design with pre-test and post-test assessments was conducted involving 60 undergraduate students, divided into experimental and control groups. The experimental group used digital adaptive platforms while the control group followed traditional lecture-based instruction. The results demonstrated that the experimental group showed significant improvements in academic performance, with a large effect size, compared to the control group. Additionally, teachers in the experimental group reported increased engagement, and students expressed higher satisfaction with their learning experience. This study suggests that digital adaptive learning platforms can significantly improve students’ understanding of mathematical concepts, enhance teacher involvement, and increase student motivation. The findings highlight the potential of DAL models to modernize mathematics education and provide a more effective and engaging learning environment for students.
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