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The Impact of Taiwan Adaptive Learning Platform (TALP) on Self-Regulated Learning and Mathematics Achievement

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Title: The Impact of Taiwan Adaptive Learning Platform (TALP) on Self-Regulated Learning and Mathematics Achievement
Language: English
Authors: Chia-Hua Lin (ORCID 0009-0009-0805-9991), Bor-Chen Kuo (ORCID 0000-0003-1741-2450), Frederic Tao Yi Chang (ORCID 0000-0002-3194-8342)
Source: Educational Psychology. 2026 46(3):458-479.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Mathematics Achievement, Foreign Countries, Self Management, Electronic Learning, Grade 6, Elementary School Mathematics, Elementary School Students, Educational Technology, Technology Uses in Education, Instructional Effectiveness, Mathematics Instruction, Academic Achievement
Geographic Terms: Taiwan
DOI: 10.1080/01443410.2025.2561028
ISSN: 0144-3410
1469-5820
Abstract: As digital learning becomes integral to primary education, understanding how adaptive platforms influence academic outcomes and self-regulated learning (SRL) is critical. This study investigates the relationship among digital learning platforms, SRL, and mathematics achievement in primary education, using a large-scale quasi-experimental design involving 4,442 sixth-grade students in Taiwan. Employing the Taiwan Adaptive Learning Platform (TALP), this study examined the direct effects of TALP on maths achievement and SRL, as well as the mediating role of SRL. Results demonstrated significant enhancements in both SRL and mathematics achievement among TALP users. Mediation analysis confirmed that SRL partially mediates the relationship between TALP use and maths performance, highlighting dual pathways to enhance math performance. Notably, TALP reshaped SRL, particularly benefiting students with lower initial SRL. The findings of this study underscore the importance of integrating adaptive digital platforms, with embedded SRL support, into mathematics curricula to enhance academic performance and critical learning competencies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502861
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: The Impact of Taiwan Adaptive Learning Platform (TALP) on Self-Regulated Learning and Mathematics Achievement
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Chia-Hua+Lin%22">Chia-Hua Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-0805-9991">0009-0009-0805-9991</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bor-Chen+Kuo%22">Bor-Chen Kuo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1741-2450">0000-0003-1741-2450</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frederic+Tao+Yi+Chang%22">Frederic Tao Yi Chang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3194-8342">0000-0002-3194-8342</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2026 46(3):458-479.
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  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2025.2561028
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As digital learning becomes integral to primary education, understanding how adaptive platforms influence academic outcomes and self-regulated learning (SRL) is critical. This study investigates the relationship among digital learning platforms, SRL, and mathematics achievement in primary education, using a large-scale quasi-experimental design involving 4,442 sixth-grade students in Taiwan. Employing the Taiwan Adaptive Learning Platform (TALP), this study examined the direct effects of TALP on maths achievement and SRL, as well as the mediating role of SRL. Results demonstrated significant enhancements in both SRL and mathematics achievement among TALP users. Mediation analysis confirmed that SRL partially mediates the relationship between TALP use and maths performance, highlighting dual pathways to enhance math performance. Notably, TALP reshaped SRL, particularly benefiting students with lower initial SRL. The findings of this study underscore the importance of integrating adaptive digital platforms, with embedded SRL support, into mathematics curricula to enhance academic performance and critical learning competencies.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1502861
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502861
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        Value: 10.1080/01443410.2025.2561028
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      – Text: English
    PhysicalDescription:
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        PageCount: 22
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    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Self Management
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Grade 6
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      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Taiwan
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    Titles:
      – TitleFull: The Impact of Taiwan Adaptive Learning Platform (TALP) on Self-Regulated Learning and Mathematics Achievement
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            NameFull: Frederic Tao Yi Chang
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