Uncovering the Relationship of Technology-Enhanced, Adaptive Teaching and Situational Interest in Mathematics in a Randomized Trial

Using technology is promising to support teachers conducting adaptive teaching. However, evidence of the potential of technology in promoting adaptive teaching in real, diverse classrooms is lacking. The goal of this study is to gain insight into the associations of 1:1 equipping students and their teachers with tablet computers, students’ perceived adaptive teaching, and students’ situational interest. We will use questionnaire data (i.e., from two measurement points; baseline measurement t0 and four months later t1) of the longitudinal project tabletBW meets science from approx. 2.500 students (Grade 7, Gymnasium, Germany). Fourteen schools were randomly chosen for 1:1 equipment with tablet computers for teachers and students (intervention). The other 14 schools did not get such equipment (control). We will investigate whether and how students’ situational interest in mathematics is related to the equipment with tablet computers (intervention vs. control) and students’ perceived adaptive teaching. notReviewed other