Primary school pupils who use an AI-supported learning tool learn arithmetic more quickly than children who do not use such a tool. This is the finding of a multi-year study by Radboud University involving nearly eight thousand children. However, the researchers warn that it's no miracle cure, as the teacher’s role remains essential even with AI.
The researchers examined the development of numeracy skills among 7,885 Dutch primary school pupils over a three-year period, when these systems were first used between 2014 and 2017. They compared classes that used an adaptive learning system with classes that taught numeracy without such a system. Such a system automatically adapts exercises to the level of an individual pupil. Pupils are given more difficult tasks if they perform well and simpler tasks if they get stuck. On average, pupils who used the system showed more positive growth in their maths performance over the years.
‘It is one of the first studies to examine the long-term effects of adaptive learning tools. Until now, research into these kinds of systems has mainly focused on short-term effects, or has been conducted on a smaller scale,’ explains Susanne de Mooij, an education researcher and one of the study’s authors.
‘Adaptive learning systems have been in use for almost fifteen years in more than half of all Dutch primary schools. Nevertheless, some fear that this type of adaptive learning tool leads to pupils learning less effectively, as digital learning materials are thought to be less effective than paper-based ones. This study shows that, in cognitive terms at least, this is not the case.’
The effects found are modest, De Mooij emphasises. ‘We have found small effects, but generally a positive trend. Moreover, the positive effect is particularly evident in large schools and in vulnerable schools with many pupils from less advantaged socio-economic backgrounds. There is often greater variation between pupils in such settings. Adaptive technology can then help to better tailor teaching to individual needs,’ says De Mooij.
This means that an adaptive learning tool is primarily something that supports teachers, rather than replacing them. ‘A teacher cannot adapt the lesson content to thirty pupils at the same time. But with a tool like this, you can improve pupils’ maths skills whilst also reducing a teacher’s workload.’ The researchers emphasise that the teacher always remains in control: ‘The teacher draws up the lesson plan, decides what pupils learn and oversees what happens in the classroom. Such learning technology is fed solely by the data stored in the system, whereas a teacher has access to much more information.’
Learning and Instruction
10.1016/j.learninstruc.2026.102480
Arithmetic development: a longitudinal observational study into the use of adaptive technology
1-Oct-2026