“…As the levels of learners' precognition differ, feedback should be tailored to individuals, instead of providing exactly the same learning experiences for everyone (Nazemi, Breyer, Stab, Burkhardt, & Fellner, 2010). To achieve this, artificial intelligence techniques drawn from Intelligent Tutoring Systems (ITSs) (Mousavinasab et al, 2018) have sometimes been employed (e.g., Rummel et al, 2016). In addition, researchers have realised that it is important to shift from measuring the learning outcomes of, in the case of this study, fraction knowledge, to interpreting the learning process where learning occurs (Kong, 2008;Mavrikis, Holmes, Zhang, & Ma, 2018).…”