Between the clicks: Student learning paths when interacting with an adaptive learning resource in 4th grade mathematics

Adaptive learning technology has the potential to tailor learning to suit individual students’ needs, desires and competence level. However, qualitative close up studies of students’ interaction with adaptive technology are rare. This study explores 4th grade mathematics students’ use of adaptive learning technology through screen recordings supplemented with analysis of data generated and tagged by the adaptive engine. The study explores how different types of students, i.e. students with varying mathematical competence levels and motivation towards mathematics, interact with an adaptive learning material, what learning paths emerge for different types of students in their interaction with the learning resource and how student self-efficacy is affected by the interaction. The study shows that students neglect to access and utilize the supportive resources in the learning tool. Rhapsode worked poorly for a student with a combination of low mathematical competence and motivation for mathematics but fairly well for the other three students.