A few years ago, online learning platforms were mostly treated as additional tools to traditional, long-standing learning methods. Today, many classrooms rely on them almost every day.


Despite the successful shift, monitoring the outcome of this transformation is a must. How do children actually experience learning through these systems, and how can we improve the impact of those systems moving forward?


A recent study by researchers at Klaipėda University looked at how pupils in Lithuanian schools engage with online learning platforms powered by learning analytics and artificial intelligence. Rather than focusing only on grades or performance, researchers explored something more human: whether students feel interested, comfortable, motivated, and confident while learning through digital platforms.

The study involved pupils from grades 1 to 8 across 11 Lithuanian schools, focusing on two major digital learning platforms: LearnLab and Eduten Playground. Over several months, students repeatedly completed questionnaires after lessons to track how their experience changed over time.

A central concept in this study was learning analytics: information that digital systems collect to form an understanding of how quickly students complete tasks, where they struggle, and what kind of exercises work best for them. The idea behind this concept is that platforms could be improved to shape learning experiences depending on this information and also improve teachers’ understanding of student progress.

The main conclusion: familiarity matters

Data and insights gathered throughout this study revealed that the more often students used the platforms, the easier and more natural it felt. Over time, pupils reported feeling more confident about logging in, navigating tasks, and understanding how the systems worked.

Interest and engagement remained consistently high throughout the study as well – a trend that suggests increased learning platform effectiveness once the adjustment period ends (compared to the initial phase of adoption). Interestingly, researchers also found that students generally did not struggle with the technology itself: most pupils reported that connecting to devices and using the platforms felt straightforward. Many also described the lessons as interesting and said they would like to continue learning with the support of digital platforms in the future.

At the same time, the findings also highlight the reality of formal education, especially in relation to pupils’ motivation and engagement. This was reflected in a slight increase in boredom among some students during later stages of the study – a reminder that digital tools alone do not automatically guarantee engagement. Like traditional teaching, technology also depends on how it is used, how varied the learning experience is, and how well it fits the classroom environment.

The study does not suggest that online platforms should replace teachers or traditional education. Instead, it reflects a broader shift that is already happening in schools across Europe. Digital tools are becoming part of everyday learning, and understanding how students experience them may be just as important as the technology itself.

References

A. Batuchina, J. Melnikova, ENGAGEMENT OF STUDENTS IN ONLINE LEARNING
PLATFORMS: FOLLOW-UP STUDY IN LITHUANIAN GENERAL EDUCATION SCHOOLS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. 1, 318–327 (2024). https://eu-conexus.openaire.eu/search/publication?pid=10.17770%2Fsie2024vol1.7866