Adaptive Mobile Microlearning for Workplace Adult Education Literacy

Thesis Abstract

Adaptive Mobile Microlearning for Workplace Adult Education Literacy offers a targeted solution to persistent literacy gaps among adult learners in corporate and industrial settings. The study addresses low baseline literacy, limited time for training, and the need for just-in-time, contextually relevant learning support to enhance job performance and lifelong learning capabilities. The aim is to evaluate the effectiveness of an adaptive mobile microlearning intervention in improving workplace literacy skills, self-directed learning propensity, and job-related competence among adult employees. Specific objectives include (1) to develop an adaptive microlearning platform delivering short, scaffolded literacy modules anchored in authentic workplace tasks; (2) to determine the impact of the intervention on reading comprehension, numeracy, and workplace document literacy as measured by standardized assessments; (3) to examine changes in learner agency, motivation, and time-on-task through validated scales; (4) to investigate how adaptive sequencing and feedback modalities influence learning outcomes; and (5) to assess the platform’s usability, acceptance, and perceived transfer to job performance. The methodological design employs a mixed-methods approach grounded in sociocultural theory and the situated cognition framework, with a quasi-experimental component and an explanatory sequential design. The population comprises 320 adult employees across three manufacturing plants within a multinational logistics firm, identified through organizational performance data as having elevated literacy-related error rates and safety incidents linked to documentation misinterpretation. A stratified random sample of 240 participants will be assigned to an intervention group (n=120) receiving the adaptive microlearning program over eight weeks and a control group (n=120) receiving standard e-learning literacy resources. Data collection instruments include (a) standardized literacy assessments (Adult Literacy from the Wide Range Literacy Batteries), (b) job-relevant performance metrics (error rates in documentation tasks, time-to-complete forms), (c) the Learning and Transfer Inventory to measure self-regulated learning and transfer intentions, (d) system-logged analytics capturing time-on-task, module completion rates, and adaptive path selections, (e) post-intervention semi-structured interviews and focus groups, and (f) a usability questionnaire (System Usability Scale). Validity and reliability will be established through pilot testing (n=30) and Cronbach’s alpha analyses (target ? ? .70 for scales). Data analysis will integrate quantitative and qualitative methods multilevel regression analyses to assess differences in literacy outcomes and job performance between groups while controlling for age, tenure, and initial literacy levels; hierarchical linear modeling to examine nested effects of workplace units; ANOVA to compare time-on-task and module engagement; and thematic analysis of interview transcripts to elucidate user experiences and transfer mechanisms. A mediation analysis will explore whether improvements in literacy mediate job performance gains. The study will also employ a conceptual model combining the Adaptive Learning Pathways theory and the Technology Acceptance Model to interpret technology adoption and learning outcomes, with a cross-validation of findings against the theoretical expectations. Expected findings include statistically significant improvements in reading and numeracy scores for the intervention group relative to controls, with effect sizes indicating practical relevance (Cohen’s d ? 0.40–0.60). Anticipated enhancements in on-the-job performance metrics, reduced documentation errors, and shorter task completion times are expected, alongside higher self-regulated learning behaviors and stronger perceived transfer. Usability is anticipated to be favorable (mean SUS ? 68), with positive perceptions of adaptability, microlearning relevance, and convenience augmenting engagement. The study’s contribution to knowledge lies in demonstrating the efficacy of an adaptive, mobile-centric microlearning approach tailored to adult workplace literacy within high-demand industrial contexts, offering an empirically validated model for integrating microlearning with authentic tasks, adaptive sequencing, and transfer-focused assessment. The main conclusion is that adaptive mobile microlearning can substantially elevate workplace literacy and related performance among adult learners when embedded in a supportive organizational and task-contextual environment. Recommendations include scaling the intervention across diverse sectors, refining the adaptive logic with learner analytics to personalize difficulty and feedback, integrating the platform with workplace performance dashboards, and conducting longitudinal follow-ups to assess sustained impacts on literacy, learning receptiveness, and safety outcomes.