Improving Math Learning through Intelligent Tutoring and Basic Skills Training

Arroyo, Ivon; Woolf, Beverly Park; Royer, James M.; Tai, Minghui; English, Sara J.

doi:10.1007/978-3-642-13388-6_46

Cited by 16 publications

(22 citation statements)

References 7 publications

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“…These findings are in line with the findings of the comparable study by Reis et al (2010). The findings are also in line with the studies by Arroyo et al (2010) and Burns et al (2012), although those studies focus on individual differentiation for math, which is similar but not exactly the same. Our findings differ from the findings by, eg, Borman et al (2008) and Rouse and Krueger (2004), but given that those studies focused on language performance and not courses more similar to biology, we find it hard to really compare these results.…”

supporting

confidence: 93%

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Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation

Haelermans¹,

Ghysels²,

Prince³

2014

Brit J Educational Tech

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This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally. IntroductionPresent-day education is forced to change to meet the high standards set by governments and other stakeholders. Change is necessary to cope with three present-day challenges, which we deal with in this paper. The first issue is the continuing call for differentiation in education, in order to meet the needs of both low-achieving and high-achieving students in the same classroom. Often, teaching was directed towards the "average" student, thereby neglecting the needs of high-and

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supporting

confidence: 93%

“…Evaluation outcomes tend to be positive. Arroyo, Park Woolf, Royer, Tai and English (2010) show that a math-oriented, IT-based tutoring system leads to improved student performance for middle school students. Burns, Kanive and DeGrande (2012) show that a computer delivered math fact intervention results in gains for participating students.…”

Section: Literaturementioning

confidence: 98%

Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation

Haelermans¹,

Ghysels²,

Prince³

2014

Brit J Educational Tech

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“…Research studies in educational technology have been attempting to define the relationship between student's affective states and their use of intelligent tutoring systems through different means [3,5,20].…”

Section: Introductionmentioning

confidence: 99%

Designing affective animations with children as design partners using role-playing

Girard

Johnson

2011

Proceedings of the 23rd Conference on l'Interaction Homme-Machine

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RESUMECet article présente une méthode de conception centrée utilisateur, utilisant des techniques de conception participative. Cette méthode est innovante dans le domaine de la conception d'éléments affectifs pour usage en ingénierie éducative par des enfants. Les résultats de la conception ici présentée montrent sa bonne adaptation au jeune public, et son attrait pour les enfants, en terme de participation au processus de conception. Cette méthode produisit un ensemble d'animations représentant un état émotionnel précis. L'aspect novateur de la méthode réside dans la participation d'acteurs à la conception pour présenter les concepts affectifs, ainsi que l'utilisation de bandes dessinées comme méthode de recueil d'information et d'expression de l'affect. ABSTRACTThis paper describes a user-centred participatory-design method, novel to the domain of interaction design of affective components for learning, for gathering user requirements from children. The method was considered to be suitable and appealing for children in terms of participating in design, and led to the definition of a sample of digital animations that portray a set of emotional states. The method's main novelty lies in the use of real actors as design partners to express affect, and includes comic strips in the data gathered. This method is believed of value for future design of affective components in educational context by, and for, children.

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“…While LMSs are not adaptive on their own, in the hands of a skilled post-secondary teacher, they can become powerful tools to add content from the Web as a complement to textbooks and classroom activities. Another powerful tool of ET are Intelligent Tutoring Systems (ITS), machine tutors that apply artificial intelligence techniques to guide the user throughout the learning process (Woolf, 2010). ITS are increasingly using web-based technologies and adopting service-oriented architectures in order to reach more students on a global scale, lower development costs, and permit the integration of content from the Semantic Web (Hsiao et al, 2013; Weber and Brusilovsky, 2015; Nye 2015).…”

Section: Introductionmentioning

confidence: 99%

Sti-Dico

Luccioni

Nkambou

Massardi

et al. 2016

Proceedings of the 25th International Conference Companion on World Wide Web - WWW '16 Companion

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In this paper, we describe an innovative project where Web technologies are exploited to develop an Intelligent Tutoring System (ITS) that uses a Learning Management System (LMS) as its learning interface. The resulting ITS has been instantiated into a specific system called STI-DICO which aims at helping future French primary school teachers to acquire the knowledge and skills needed to use the French dictionary. The learning process in the ITS takes place via a number of authentic learning scenarios that represent situations that the future teachers will face in the classroom. By using a LMS as the learning interface component of the system, we enable it to be directly deployable on the Web to a large population of students, all the while retaining the adaptive components of an ITS to deliver a personalized learning experience to its users.

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Improving Math Learning through Intelligent Tutoring and Basic Skills Training

Cited by 16 publications

References 7 publications

Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation

Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation

Designing affective animations with children as design partners using role-playing

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