Adaptive learning with intelligent platforms: effects on academic self-efficacy and academic performance
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Adaptive learning supported by intelligent platforms has become a relevant approach to personalize learning paths in higher education, yet its contribution to academic self-efficacy and academic performance needs a contextualized synthesis in countries with institutional diversity and technological gaps, such as Ecuador. This bibliographic review integrated recent evidence on adaptive learning, learning analytics, and motivational variables linked to achievement, with emphasis on Latin American and Ecuadorian experiences. Searches were conducted in international and regional databases and university repositories, applying inclusion criteria focused on higher education, platforms that personalize content or feedback using data, and studies reporting self-efficacy and or performance outcomes. Findings show consistent associations between personalization, timely feedback, and analytics-based monitoring with higher performance and stronger perceptions of competence, although results vary by course design, instructor support, and data quality. In Ecuador, publications mainly describe the use of virtual learning environments and analytics for academic monitoring, while fewer studies analyze motivational mechanisms. The review concludes that adaptive learning effectiveness depends on pedagogical and institutional conditions and that local research with comparable designs and robust metrics remains necessary.
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