Blending Adaptive Learning Technology Into Nursing Education: A Scoping Review

Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account. Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education? Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six. Conclusion: We conclude that duration, engagement, placement of interaction in time and agency are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.

Automated summary

This scoping review examines the characteristics of learning designs in nursing education where adaptive learning technologies have been blended in, highlighting the commonly addressed aspects of duration, engagement, placement of interaction in time, and agency, while noting a lack of pedagogical justification for the learning designs used.