Investigating Learning Progress of Children Aged 6–12 in the Kidedu Digital Environment: A Comparative Analysis of Three Age Groups

Abstract

Kidedu is an adaptive digital learning environment that has been extensively examined in research conducted at the University of Piraeus, particularly with respect to its pedagogical foundations, user interface design, and alignment with children’s developmental characteristics. As educational technologies become increasingly integrated into primary education, understanding how learners of different ages interact with adaptive systems is essential for designing effective and inclusive digital learning experiences. Building upon the theoretical and pedagogical framework established in previous studies, the present research aims to comparatively investigate the performance and interaction patterns of three distinct age groups (6–8, 8–10, and 10–12 years old) while engaging with the Kidedu platform. The study explores the extent to which developmental differences influence learners’ engagement, accuracy, navigation strategies, and overall learning trajectories within the adaptive environment. Particular attention is given to the ways in which cognitive maturity, reading ability, attention span, and problem-solving skills affect pupils’ interactions with educational content and system features. By examining behavioral data and learning outcomes across age groups, the research seeks to identify patterns that may inform the design of more personalized and developmentally appropriate learning experiences. A mixed-methods approach is employed, combining quantitative indicators such as task completion rates, response accuracy, time-on-task, and progression levels with qualitative observations of user behavior and interaction strategies. Comparative analyses are conducted to determine whether significant differences emerge among the three age groups and to evaluate how effectively the adaptive mechanisms of Kidedu respond to learners’ varying needs and capabilities. The findings are expected to contribute to the growing body of research on adaptive educational technologies by providing evidence regarding age-related differences in digital learning environments. Furthermore, the study aims to offer practical recommendations for the design and implementation of adaptive learning systems that support children’s cognitive development, enhance engagement, and promote meaningful learning outcomes across different stages of primary education.