An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends

Abstract

Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. Practitioner notes What is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation. There is a wide variety of DPL tools with different adaptive dimensions. Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains. What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL. Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element. Insight into the impact of DPL taking into account study design and outcome indicators. Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice. Concrete suggestions for future research are discussed.