The Influence of an Adaptive Learning Support System on the Lesson Design and Practice of Elementary School Teachers

Abstract

The purpose of this study was to clarify how an adaptive learning environment with artificial intelligence diagnosis was used during mathematics lessons by students and teachers and to clarify how its use led to learning outcomes. Forty-three elementary schools in City A, in Japan, participated in this project for three years. It was found that schools that were successful in using this system were doing the following five things. 1) Utilizing the information of this system in the analysis of examples and teaching materials used in the class, 2) visualizing the thinking process in the child and making it correspond to the results returned by the system, 3) making time for the student to read and understand the recommendation information returned to them by the system in class, 4) making use of an individual child's learning style in teaching, and 5) using information from this system in discussions with parents. This model has shown that principals and lead teachers tried to relate evidence-based practice and evidence-informed practice well and tried to think about the meaning and method of using data together with other teachers. Teachers have come to think of “assessment of learning” as “assessment for learning” when it comes to data usage and began to associate it with improving the assessment literacy of teachers and their students.