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This paper uses a small-scale mixed methods research design to examine how a systematic ALT implementation affects learning outcomes, learning environment, and motivation for 10–12-year-old pupils in mathematics. Quantitative measures and qualitative observations indicate ALT can streamline volume and root learning and free time for deeper, practical mathematics learning, with attention needed for new concepts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/glimpses-into-real-life-introduction-of-adaptive-learning-technology-a-mixed-methods-research-approach-to-personalised-pupil-learning/601092/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/glimpses-into-real-life-introduction-of-adaptive-learning-technology-a-mixed-methods-research-approach-to-personalised-pupil-learning/601092.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the paper investigate?","Question",{"text":112,"@type":113},"It asks how systematic use of adaptive learning technology influences pupils’ learning and motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the ALT intervention implemented in the study?",{"text":117,"@type":113},"Pupils used ALT homework for about 15 minutes daily (60 minutes per week) for a four-week period.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about learning outcomes and time use?",{"text":121,"@type":113},"ALT use helped streamline volume and root learning, freeing time for practical mathematics and deep learning at the upper primary level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601092,1792597400,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Moltudal, S., et al. (2020). Glimpses Into Real-Life Introduction of Adaptive Learning Technology: A Mixed Methods Research Approach to Personalised Pupil Learning. Designs for Learning, 12(1),13–28. DOI: [https://doi.org/10.16993/dfl.138](https://doi.org/10.16993/dfl.138)  \n\n| RESEARCH\u003Cbr>Glimpses Into Real-Life Introduction of Adaptive Learning Technology: A Mixed Methods Research Approach to Personalised Pupil Learning\u003Cbr>Synnøve Moltudal*, Kjetil Høydal* and Rune Johan Krumsvik† |\n| --- |\n| Adaptive Learning Technologies (ALT) and Learning Analytics (LA) are expected to contribute to the customisation and personalisation of pupil learning by continually calibrating and adjusting pupils’ learning activities towards their skill and competence levels. The overall aim of the study presented in this paper was to obtain a comprehensive understanding of how a systematic implementation of ALT influenced the learning outcomes, learning environment and motivation of 10-to 12-year-old pupils (grades 5–7 in Norwegian education) in mathematics, and the paper explores the following research question: How do systematic use of adaptive learning technology influence pupils’ learning and motivation? In this small-scale, Mixed Methods Research (MMR) study, a real-life introduction of adaptive technology was initiated and explored. Fifteen minutes of ALT homework each day or a total amount of 60 minutes a week, was applied to streamline individual volume training and root learning and thus free up time for practical mathematics and deep learning at school. The pupils’ level of competence, learning, motivation and basic psychological needs were measured quantitatively before and after the four-week intervention, and the intervention was observed qualitatively. The findings of the study indicate that use of ALT can help streamline volume training and root learning, and thus free up time for practical mathematics and deep learning at the upper primary level (ES = 0.39, P = 0.001). However, the study also indicates a interwoven relationship between learning, motivation and volume training that teachers should be aware of when using ALT. Particular attention should be paid when pupils learn new mathematical concepts. |\n| Keywords: adaptive learning technology; self-determination theory; classroom management; mixed methods research |\n\nIntroduction and background  \nIn the last couple of years, various types of learning analytics (LA) and adaptive learning technologies (ALT) have been made available for educational purposes (Lang et al., 2017) . Such technologies have the potential to personalise and increase the volume of student activity and to provide continuous feedback. In addition, the technology provides teachers with empirically generated data about student activity, level of competence and progress in learning. Its inherent potential is promising and could support and improve metacognition and self-regulated learning (Knight & Buckingham Shum, 2017; Pardo et al., 2017; Winne, 2017) which is in line with requirements in the new Norwegian reform “Fagfornyelsen”(to be introduced into Norwegian education in the fall of 2020) . We know a little about how LA and ALT technology is contextualised and introduced in post-secondary education (Krumsvik  \n* Volda University College, NO  \n† University of Bergen, NO  \nCorresponding author: Synnøve Moltudal ([moltudal@hivolda.no](moltudal@hivolda.no))  \n& Røkenes, 2016) . Predicative models have been used in small-scale studies by some pilot universities and have produced encouraging results (Campbell et al., 2007) . The ALT explored in this paper, Multi Smart Øving (MSØ)(Gyldendal, n.d.), is already used extensively in Norwegian primary schools. MSØ is developed in collaboration with Knewton and is thus built on the Knewton platform. However, we know little about how MSØ and similar ALT-technologies are implemented in primary educational practice in real life in Scandinavia (Norway) . Knowledge about how a","cbCaiedqaXyKoMfH","https://ap.wps.com/l/cbCaiedqaXyKoMfH","pdf",1346326,16,"English","# Introduction and background\n## Research questions\n## Conceptual framework","[{\"question\":\"What research question does the paper investigate?\",\"answer\":\"It asks how systematic use of adaptive learning technology influences pupils’ learning and motivation.\"},{\"question\":\"How was the ALT intervention implemented in the study?\",\"answer\":\"Pupils used ALT homework for about 15 minutes daily (60 minutes per week) for a four-week period.\"},{\"question\":\"What did the study find about learning outcomes and time use?\",\"answer\":\"ALT use helped streamline volume and root learning, freeing time for practical mathematics and deep learning at the upper primary level.\"}]","Glimpses Into Real-Life Introduction of Adaptive Learning Technology - A Mixed Methods Research Approach to Personalised Pupil Learning | PDF",1792091966]