EVIDENZEN

Gibt es Nachweise dafür, das adaptives Lernen mit Area9 Rhapsode™ funktioniert?

Research Paper

• Research paper from June 2025
  Continuing medical education in epileptology: The Level 1-2-3 experience of the ILAE Academy
  Results from using the adaptive e-learning format for the proficiency level self-study course portfolio to focus on specific knowledge-based learning objectives and domains, e.g. , specific antiseizure medications and comorbidities. It emphasizes on competence and confidence in the diagnosis and treatment of various epilepsy conditions. Interestingly, the analysis showed that 21% of learners ticked the answers incorrectly even though they thought they knew them, highlighting ‘unconscious incompetence’ and the need for ongoing training in these areas of learning.
• Research study from 2024
  Investigating the validity and reliability of Stride’s diagnostic tests
  This study evaluated the validity and reliability of AQA’s new adaptive assessment tool, Stride, designed to help students prepare for GCSE Maths through diagnostic testing. Multiple trials, user-experience surveys, and student interviews provided insights into the accuracy of the tests in assessing knowledge and skills. Findings indicate that Stride effectively differentiates between students of varying proficiency levels, with appropriate difficulty alignment and strong reliability for diagnostic purposes.
• Research paper from July 2024
  Enhancing Quality Education at Scale through Generative AI and Personalized Learning through Adaptive Systems
  A Case Study on UN SDGs, DE&I, and Work Ethics in an African Context’ was accepted by the Scientific Committee of the CDIO, and presented at the 20th International CDIO Conference under the theme ‘“Engineering Education in the Era Of AI”, taking place at Honoris institution ESPRIT, Tunisia in June 2024.
• Research article from Dec 2024
  Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program
  This study demonstrated that brief practice of CPR skills at the RQI® simulation station every 3 months with real-time feedback was highly effective for maintaining students’ competence in compressions and ventilation. Once the RQI® program is set up in a school, students could practice on their own as needed to maintain their skills.
• Research study from 11-10-2024
  Study done by the neurosurgical department at Kantonsspital St. Gallen in Switzerland.The authors of this research article could demonstrate high rates of usefulness, efficiency, and enjoyment during both the e-learning and the practical hands-on training modules for the UBE technique. Participants rated their progress in terms of knowledge gain and improvement in manual skills as significant. Sequential adaptive e-learning and simulator courses appear to be a valuable and effective educational adjunct to safely establish novel, MIS techniques like UBE.
• Research article from 05-31-2024
  A Mixed-Methods Study Guided by Normalization Process Theory: The Pediatric Acute Care Education (PACE) program used Area9 Rhapsode™ to enhance healthcare provider competency in managing seriously ill children in 82 healthcare providers studied. Coherence, a strong understanding of, and alignment with, existing healthcare goals, was high as was subject participation and a willingness to integrate PACE into clinical practice. These positive findings highlight the feasibility and scalability of Rhapsode and the PACE program to improve pediatric care in low- and middle-income countries.
• Research study from 06-06-2024
  This study evaluates the effectiveness of the platform Area9 Rhapsode™ in teaching liver anatomy to first-year medical students. Using a flipped classroom approach with adaptive learning modules, 123 students participated, with the platform measuring their mastery of learning objectives and metacognitive awareness. Initially, students exhibited high levels of incompetence (18.11% conscious and 19.43% unconscious), but by the end, only 1.87% remained consciously incompetent, while 98.73% achieved conscious mastery. The study found that the AI-based system improved learning quality, efficient use of study time, and students‘ self-awareness of their knowledge. This method shows promise in addressing the challenges of limited teaching hours, anatomist shortages, and the need for personalized instruction in anatomy education.