技术支持的个性化学习对学生学习效果的影响——基于46篇实验与准实验的元分析

The Impact of Technology-Supported Personalized Learning on Student Learning Outcomes—A Meta-Analysis of 46 Experimental and Quasi-Experimental Studies

摘要: 随着教育数字化转型的加速，技术支持的个性化学习在教育领域中的应用日益广泛，但其对学习效果的整体影响仍缺乏系统性评估。文章采用元分析方法综合分析2014~2025年国内外46篇关于技术支持个性化学习的相关实验与准实验研究文献。以个性化学习为自变量，学习成绩为因变量，样本量、学科领域、研究环境、干预持续时间、学习方法和学习者建模特征为调节变量，探讨技术支持个性化学习对学习效果的影响。结果表明，技术支持个性化学习对学习效果具有中等程度的正向促进作用，且研究间存在显著异质性。调节效应检验发现，样本量、学科领域、研究环境、干预持续时间这些调节变量未呈现显著组间差异，而个性化学习方法和学习者建模特征对学习效果的影响存在显著调节作用。文章通过研究，旨在评估技术支持个性化学习对学习效果的影响，以期为数智技术赋能教学实践背景下的教育实践者和研究者提供参考。

Abstract: With the acceleration of education digital transformation, technology-supported personalized learning (TSPL) has been increasingly adopted. However, there remains a lack of systematic evaluation of its overall impact on students’ learning outcomes. This study employed a meta-analysis method to synthesize 46 experimental and quasi-experimental research studies (2014~2025) on TSPL. Personalized learning served as the independent variable while students’ academic performance as the dependent variable. Moderator variables—specifically sample size, disciplinary field, research setting, intervention duration, learning methods, and learners’ modeling characteristics—were examined to assess the impact of TSPL on learning outcomes. The results show that TSPL has a moderate positive effect on students’ learning outcomes, with significant heterogeneity was observed among studies. Moderator analysis reveals that moderator variables such as sample size, disciplinary field, research setting, intervention duration did not show statistically significant subgroup differences, while learner modeling characteristics and personalized learning methods exhibited a significant moderating effect on learning outcomes. This study evaluated the impact of TSPL on students’ learning outcomes, with the expectation of providing references for educators and researchers in the context of teaching practices empowered by digital intelligence technologies.