'Universidad de Alicante Servicio de Publicaciones'
Abstract
An adaptive learning environment entitled “Fractions My Way” was developed and introduced to 206 fourth- and fifth-grade students who used it to study fractions over one academic year. Follow-up questionnaires and interviews (with students and teachers) revealed that the method enhanced their sense of ability, their responsibility toward their own learning, and their enjoyment in learning (leading to higher motivation). They claimed they learnt and understood the material better. Post-course assessment indicated an overall improvement in knowledge. Two drawbacks were mentioned: the stress associated with knowing the teacher was constantly monitoring performance and the sense of competition between peers
