A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning
Abstract
© 2013 American Psychological Association.This meta-analysis synthesizes research
on the effectiveness of intelligent tutoring systems (ITS) for college students. Thirty-five
reports were found containing 39 studies assessing the effectiveness of 22 types of
ITS in higher education settings. Most frequently studied were AutoTutor, Assessment
and Learning in Knowledge Spaces, eXtended Tutor-Expert System, and Web Interface
for Statistics Education. Major findings include (a) Overall, ITS had a moderate positive
effect on college students' academic learning (g = .32 to g = .37); (b) ITS were less
effective than human tutoring, but they outperformed all other instruction methods
and learning activities, including traditional classroom instruction, reading printed
text or computerized materials, computer-assisted instruction, laboratory or homework
assignments, and no-treatment control; (c) ITS's effectiveness did not significantly
differ by different ITS, subject domain, or the manner or degree of their involvement
in instruction and learning; and (d) effectiveness in earlier studies appeared to
be significantly greater than that in more recent studies. In addition, there is some
evidence suggesting the importance of teachers and pedagogy in ITS-assisted learning.
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https://hdl.handle.net/10161/9536Published Version (Please cite this version)
10.1037/a0034752Publication Info
Steenbergen-Hu, S; & Cooper, H (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students'
academic learning. Journal of Educational Psychology, 106(2). pp. 331-347. 10.1037/a0034752. Retrieved from https://hdl.handle.net/10161/9536.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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