The adaptive learning platform that wasn't adopted

Adaptive and personalizing technologies are increasingly integrated into the EdTech sector, promising enhanced and expedited learning outcomes. This article examines the final phase of a project involving 536 students and 8 educators at a nursing education programme who incorporated an adaptive learning platform. The change theory suggested that students would quickly acquire rote skills and generate data to aid targeted instruction. However, participation was lower than expected, with both students and educators facing challenges. Using the social construction of technology (SCOT) framework, we explore the socio-technical mechanisms influencing rejecting and resisting mechanisms of non-use.