Data to support scoping review on: Personalized adaptive learning in higher education - key characteristics and impact on academic performance and engagement.

Published: 18 March 2024| Version 1 | DOI: 10.17632/hn2wfkbxby.1
Eileen Du Plooy,


This data set supports the manuscript: "Personalized adaptive learning in higher education: a scoping review of key characteristics and impact on academic performance and engagement."


Steps to reproduce

The Joanna Briggs Institute scoping review methodology was followed. Key international databases were searched to retrieve articles. The titles and abstracts of selected studies were imported into Covidence. Peer-reviewed journal articles, theses, and dissertations focusing on undergraduate students engaged in personalized adaptive learning, published between 2012 and 2022 were included. Data was extracted and charted in Covidence.


University of Pretoria, University of the Witwatersrand


Educational Technology, Computer-Based Teaching, Academic Achievement, Student Learning, Adaptive System