Grace Seunghae O.

(Georgia State University, USA)

 

 

Abstract: This paper investigates the effect of a particular online adaptive learning tool on student learning outcomes. The study finds that the online adaptive learning tool is not a good predictor for exam performance in contrast to post-lecture homework. Moreover, pre-knowledge of the model is positively associated with understanding of the model. Furthermore, target score or accuracy of responses on the adaptive learning tool does not have any positive effect on exam performance. Rather, those who completed the first homework performed better than those who did not. However, causality could not be confirmed.

 

Key words: adaptive learning; online learning; online pedagogy; economic education

 

JEL codes: A1, A2