The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

2019 ◽  
Vol 50 (6) ◽  
pp. 3119-3137 ◽  
Author(s):  
Zhihong Xu ◽  
Kausalai (Kay) Wijekumar ◽  
Gilbert Ramirez ◽  
Xueyan Hu ◽  
Robin Irey
Keyword(s):  
Reading Comprehension ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Meta Analysis ◽  
Tutoring Systems ◽  
K 12

Artificial Intelligence in Education

2021 ◽  
pp. 256-277
Author(s):  
Rashmi Khazanchi ◽  
Pankaj Khazanchi
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Tutoring Systems ◽  
Artificial Intelligence In Education ◽  
K 12 ◽  
Insight Into

Current educational developments in theories and practices advocate a more personalized, student-centered approach to teach 21st-century skills. However, the existing pedagogical practices cannot provide optimal student engagement as they follow a ‘one size fits all' approach. How can we provide high-quality adaptive instructions at a personalized level? Intelligent tutoring systems with embedded artificial intelligence can assist both students and teachers in providing personalized support. This chapter highlights the role of artificial intelligence in the development of intelligent tutoring systems and how these are providing personalized instructions to students with and without disabilities. This chapter gives insight into the challenges and barriers posed by the integration of intelligent tutoring systems in K-12 classrooms.

scholarly journals ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION

2015 ◽  
Vol 14 (2) ◽  
pp. 162-171
Author(s):  
Kosta Dolenc ◽  
Boris Aberšek ◽  
Metka Kordigel Aberšek
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Educational Process ◽  
Tutoring Systems ◽  
8Th Grade ◽  
On Line ◽  
Print Reading

We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems. Key words: reading comprehension, Technology and science, ITS, elementary school.

A Meta-Analytic Estimation of a Common Effect Size from a Series of Experiments Related To an E-Learning System Effectiveness Evaluation

2011 ◽  
pp. 327-341
Author(s):  
Ani Grubišic
Keyword(s):  
Student Performance ◽  
Effect Size ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Meta Analysis ◽  
Learning System ◽  
Tutoring Systems ◽  
Learning And Teaching ◽  
E Learning ◽  
Series Of Experiments

As the acquisition of knowledge is often an expensive and time-consuming process, it is important to know whether it actually improves the student performance. The e-learning is a revolutionary paradigm that has lately been significantly evolving and it is closely related to the intelligent tutoring systems. Methodology for evaluating the educational influence of learning and teaching process, questions whether and in what amount, students learn effectively. Our contribution to this compulsive field of research is a meta-analysis of a series of experiments based on the same two-group methodology that reveals a more precise effect size of one particular e-learning system - eXtended Tutor-Expert System, a representative of web-based authoring shells for building intelligent tutoring systems.

E-Learning with Affective Tutoring Systems

2011 ◽  
pp. 129-140
Author(s):  
Abdolhossein Sarrafzadeh ◽  
Jamshid Shanbehzadeh ◽  
Scott Overmyer
Keyword(s):  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Affective State ◽  
Learning Systems ◽  
Tutoring System ◽  
Tutoring Systems ◽  
Effective Current ◽  
Animated Agent ◽  
E Learning ◽  
K 12

E-learning has attracted a great deal of interest in educational circles from K-12 to universities. A question that is often rightly asked is how effective current e-learning systems are. It is argued that there is little individualization of instruction by adapting to the pedagogical needs of each learner in current e-learning systems. Intelligent tutoring systems have tried to fill this gap but even they fail to compete with human one-to-one tutoring. This paper presents Affective Tutoring Systems which are e-learning systems capable of detecting learners’ affective state and reacting to it through a life like agent called Eve. This paper presents an Affective Tutoring System in the domain of mathematics and the research that led to its development. It also presents the findings from the study and testing of the system indicating that the animated agent Eve carried a persona effect.

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