A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning
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© 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.
Published Version (Please cite this version)10.1037/a0034752
Publication InfoSteenbergen-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.
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