# Comparative Study of Learning Outcomes for Online Learning Platforms

arXiv: https://arxiv.org/abs/2104.07763 · HTML: https://mlsanity.com/paper/2104.07763/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 3 of its 51 references that are in the map.
- First posted on arXiv 15 Apr 2021.

## Builds on (most cited first, 3 of 3)

- [Automated Personalized Feedback Improves Learning Gains in an Intelligent Tutoring System](https://mlsanity.com/paper/2005.02431/) (2020)
- [A Large-Scale, Open-Domain, Mixed-Interface Dialogue-Based ITS for STEM](https://mlsanity.com/paper/2005.06616/) (2020)
- [Deep Discourse Analysis for Generating Personalized Feedback in Intelligent Tutor Systems](https://mlsanity.com/paper/2103.07785/) (2021)

## Built on by (most cited first, 2 of 2)

- [Few-shot Question Generation for Personalized Feedback in Intelligent Tutoring Systems](https://mlsanity.com/paper/2206.04187/) (2022)
- [A New Era: Intelligent Tutoring Systems Will Transform Online Learning for Millions](https://mlsanity.com/paper/2203.03724/) (2022)

## Abstract (arXiv)

Personalization and active learning are key aspects to successful learning. These aspects are important to address in intelligent educational applications, as they help systems to adapt and close the gap between students with varying abilities, which becomes increasingly important in the context of online and distance learning. We run a comparative head-to-head study of learning outcomes for two popular online learning platforms: Platform A, which follows a traditional model delivering content over a series of lecture videos and multiple-choice quizzes, and Platform B, which creates a personalized learning environment and provides problem-solving exercises and personalized feedback. We report on the results of our study using pre- and post-assessment quizzes with participants taking courses on an introductory data science topic on two platforms. We observe a statistically significant increase in the learning outcomes on Platform B, highlighting the impact of well-designed and well-engineered technology supporting active learning and problem-based learning in online education. Moreover, the results of the self-assessment questionnaire, where participants reported on perceived learning gains, suggest that participants using Platform B improve their metacognition.