The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis
Abstract
As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.
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Meta-analytic findings suggest that ITS are particularly effective when they are used to supplement human instruction.
“and meta-analytic findings suggesting that ITS are particularly effective when they are used to supplement human instruction (Sun et al., 2021).”
From Looking Beyond the Hype: Understanding the Effects of AI on Learning (2025) · cites this paper as Sun et al., 2021
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- Authors
- Sun, S., Else-Quest, N. M., Hodges, L. C., French, A. M., & Dowling, R.
- Affiliations
- University of Maryland, Baltimore County (US)
- University of North Carolina at Chapel Hill (US)
- Corresponding author
- Sun, Shuyan
- Venue
- Investigations in Mathematics Learning
- Publisher
- Informa UK Limited
- Published
- 2021-06-24
- Volume
- 13
- Issue
- 3
- Pages
- 182-196
- ISSN
- 1947-7503 (ISSN-L)
- 2472-7466
- OpenAlex
- W3177181456
- Cited by
- 23
- References
- 49
- Citations by year
- 2026: 10 · 2025: 8 · 2024: 2 · 2023: 1 · 2022: 2
- FWCI
- 0.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Investigations in Mathematics Learning (publishedVersion)
- Funders
- National Science Foundation (Grant 1661105)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Keywords
- ALEKS, adaptive learning systems, knowledge spaces, mathematics learning, online learning, personalized learning, K-12 education, higher education, conventional instruction comparison, distance education, effect size
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