Comparing Dynamic Versus Pre‐Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment

ABSTRACT Background Traditionally, combining individual and collaborative learning happens in a pre‐planned and synchronised manner where the whole class switches between activities at the same time. However, in an era where personalised learning is showing great promise, a more dynamic way of combining the two activities may lead to better learning outcomes and/or be preferred by teachers and students. Objective The current study aims to study teachers' and students' perspectives on two ways of combining individual and collaborative learning, as well as compare their potential differences in learning outcomes. Methods Working with 195 students in 13 middle‐school classes, we conducted an experimental study with two conditions: Dynamic and Standard. The Dynamic condition allows personalized, self‐paced, and real‐time pairing up of students as the need arises in class; in the Standard condition, by contrast, students switch between activities in a pre‐planned manner, which happens at the same time for everyone in the class. We examined students' learning outcomes as the primary dependent measure, complemented by analyses of process data and stakeholder perceptions. Results This study provides one of the first empirical examinations comparing dynamic versus pre‐planned combinations of individual and collaborative learning in authentic classroom settings. By triangulating quantitative learning data with stakeholder insights, we provide valuable findings and design implications for researchers and educational technology practitioners. We found that both conditions supported significant learning gains, with the Standard condition showing greater collaboration efficiency. While learning outcomes were comparable, both teachers and students favoured the dynamic approach for its flexibility and pedagogical value. This study steps closer to the future of highly personalized smart classrooms that can address the unique needs of each student.