Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design
Abstract To improve the online learning experience, adaptive learning technologies are being used to personalise learning content to suit individual learning needs, with learning analytics being integrated to collect data about the student usage behaviour on the platform. Research indicates that the...
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| Format: | Article |
| Language: | English |
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Springer
2025-06-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00582-8 |
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| author | Haruna Abe Kay Colthorpe Pedro Isaias |
| author_facet | Haruna Abe Kay Colthorpe Pedro Isaias |
| author_sort | Haruna Abe |
| collection | DOAJ |
| description | Abstract To improve the online learning experience, adaptive learning technologies are being used to personalise learning content to suit individual learning needs, with learning analytics being integrated to collect data about the student usage behaviour on the platform. Research indicates that the adaptive learning platforms promote a supportive learning environment, but in order to examine the impact of specific aspects of the platform on student learning, more detailed research is needed regarding the students’ perspective of using the platform, and the learning analytics data related to the platform. The participants were students who were enrolled in the physiology courses at the University of Queensland, Brisbane, Australia. Students accessed the Smart Sparrow adaptive learning platform, or modules, typically during the practical (laboratory) class. The student feedback and learning analytics data were then collected and analysed with respect to Action Potentials and Vestibular Function modules in 2019. The results for the Vestibular Function module showed that students commonly mentioned visual features and questions and activities as helpful for learning. On the contrary, students commonly reported that learning was hindered by the need to answer questions to proceed to the next slide, and the module not being able to recognise correct responses for short answer questions. In addition, there was a noticeable decline in the percentage of students attempting questions as it approached the latter part of both modules. These study findings will support instructors when designing or reassessing their online learning platforms, and by suggesting ways to enhance the student learning experience. |
| format | Article |
| id | doaj-art-dab83fd119ac4fb49c1a3bf8d4a4267a |
| institution | DOAJ |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-dab83fd119ac4fb49c1a3bf8d4a4267a2025-08-20T03:10:35ZengSpringerDiscover Education2731-55252025-06-014111510.1007/s44217-025-00582-8Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question designHaruna Abe0Kay Colthorpe1Pedro Isaias2School of Biomedical Sciences, Faculty of Medicine, The University of QueenslandSchool of Biomedical Sciences, Faculty of Medicine, The University of QueenslandDepartment of Social Sciences and Management, Universidade AbertaAbstract To improve the online learning experience, adaptive learning technologies are being used to personalise learning content to suit individual learning needs, with learning analytics being integrated to collect data about the student usage behaviour on the platform. Research indicates that the adaptive learning platforms promote a supportive learning environment, but in order to examine the impact of specific aspects of the platform on student learning, more detailed research is needed regarding the students’ perspective of using the platform, and the learning analytics data related to the platform. The participants were students who were enrolled in the physiology courses at the University of Queensland, Brisbane, Australia. Students accessed the Smart Sparrow adaptive learning platform, or modules, typically during the practical (laboratory) class. The student feedback and learning analytics data were then collected and analysed with respect to Action Potentials and Vestibular Function modules in 2019. The results for the Vestibular Function module showed that students commonly mentioned visual features and questions and activities as helpful for learning. On the contrary, students commonly reported that learning was hindered by the need to answer questions to proceed to the next slide, and the module not being able to recognise correct responses for short answer questions. In addition, there was a noticeable decline in the percentage of students attempting questions as it approached the latter part of both modules. These study findings will support instructors when designing or reassessing their online learning platforms, and by suggesting ways to enhance the student learning experience.https://doi.org/10.1007/s44217-025-00582-8Adaptive learningLearning analyticsStudent feedbackEducational technologyOnline learningPhysiology |
| spellingShingle | Haruna Abe Kay Colthorpe Pedro Isaias Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design Discover Education Adaptive learning Learning analytics Student feedback Educational technology Online learning Physiology |
| title | Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design |
| title_full | Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design |
| title_fullStr | Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design |
| title_full_unstemmed | Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design |
| title_short | Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question design |
| title_sort | student perspectives and usage of adaptive learning technology in the university physiology course and the association with question design |
| topic | Adaptive learning Learning analytics Student feedback Educational technology Online learning Physiology |
| url | https://doi.org/10.1007/s44217-025-00582-8 |
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