Use of Adaptive Learning Technology among High School Students

Abstract

The rapid infusion of information and communication technology into classroom practice has renewed interest in personalised, technology-mediated instruction as a remedy for the limitations of uniform, one-size-fits-all teaching. Adaptive learning technology (ALT) refers to software-driven instructional systems that use learner data, algorithmic modelling, and, increasingly, artificial intelligence to continuously adjust the sequence, pace, and difficulty of content to the demonstrated needs of an individual learner. The present study examined the extent to which high school students use adaptive learning technology and whether this use varies across gender, school management type (government, government-aided, and private), and parental educational background. A normative survey method was adopted, and data were collected from 300 higher secondary school students in Sivagangai District, Tamil Nadu, using an Adaptive Learning Technology Scale developed and validated by the investigators. Descriptive statistics, differential analysis using the t-test, and correlation analysis were employed to examine the data. The findings revealed statistically significant differences in the use of adaptive learning technology between male and female students, between government and private school students, between government-aided and private school students, and between students of educated and uneducated parents, while no significant difference emerged between government and government-aided school students. The study concludes by underscoring the pedagogical value of adaptive learning technology and by recommending targeted interventions to ensure equitable access across demographic groups.