Personalized & Adaptive Learning for Reading

Overview of I Read Arabic Platform’s features based on condition

A. The treatment condition which involves adaptation and personalization of the learning experience. In this condition, a group of students from grades 1-3 uses a self-paced and interactive PAL platform that frequently adapts and personalizes the learning content/pathway progression to meet students’ specific reading needs (hereinafter referred to as the Flexible condition);

B. The control condition which involves a determined and fixed approach to the learning experience. In this condition, a group of students uses the same platform, but the learning content/progression is determined based on a baseline measure (hereinafter referred to as the Fixed condition).

Overall Effect

The findings demonstrate a positive effect of this technology on early Arabic reading achievement, with an effect size of 0.22.

Contrary to expectations, the study reveals that a determined approach to adaptation is more effective than macro adaptation with limited algorithms, challenging the common assumption that increased adaptation leads to improved learning outcomes.

Furthermore, the study identifies significant factors that contribute to reading achievement disparities, including variations among the studied countries, gender and socioeconomic status.

The results also indicate that each additional minute spent on PAL per week was associated with an average gain of approximately half a point in Reading Achievement, indicating a substantial effect (ES = 0.41).