A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning

By Saiying Steenbergen-Hu, H. Cooper. 2014

313 citations recorded by the source corpus.

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.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/55917217ae2e049667a84c62c70a395348950d69

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In Artificial Intelligence

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, methodology): “Another meta-analysis calculated a point estimate for intelligent tutoring systems in college-level business education of ḡ = 0.16 (Steenbergen-Hu & Cooper, 2014).”
Effectiveness of Intelligent Tutoring Systems (2016, methodology): “The meta-analytic review by Steenbergen-Hu and Cooper (2014) examined 35 evaluations of ITS effectiveness in colleges.”
Intelligent tutoring systems and learning outcomes: A meta-analysis (2014, methodology): “Steenbergen-Hu and Cooper (2014) conducted a meta-analysis of 39 studies evaluating the use of ITS for college students' academic learning The studies appeared between 1990 and 2011and reported on 22 different types of ITS While most types of ITS in the analysis were evaluated by only a single…”