What to do and what to avoid on the use of gamified intelligent tutor system for low-income students

Joaquim, Sivaldo; Bittencourt, Ig Ibert; Silva, Rafael de Amorim; Espinheira, Patrícia L.; Reis, Marcelo

doi:10.1007/s10639-021-10728-4

Cited by 6 publications

(2 citation statements)

References 41 publications

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“…For example, creators of the Khan Academy recently rolled out an experimental chatbot that simulates one-on-one human tutoring, providing children with access to greater scaffolding and personalized learning support than they might otherwise receive in large classroom settings ( Pedro et al, 2019 , Singer, 2023 ). Education initiatives to leverage intelligent tutoring systems (ITS) in low-resource communities have shown tentative promise: In one study, Brazilian students from low-SES communities improved their math and reading skills with an ITS, but incorporating adaptive learning technology promoted both effective (e.g., generate specific content matched to learners) and ineffective (e.g., use ITS as replacement for teacher support) pedagogical practices ( Joaquim et al, 2022 ). However, AI technologies also often replicate and deepen inequities, because they have been trained on inequitable systems ( Guillory, 2020 ).…”

Section: Maximizing Insights For Educational and Social Policymentioning

confidence: 99%

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

DeJoseph,

Ellwood-Lowe,

Miller-Cotto

et al. 2024

Developmental Cognitive Neuroscience

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Section: Maximizing Insights For Educational and Social Policymentioning

confidence: 99%

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

DeJoseph,

Ellwood-Lowe,

Miller-Cotto

et al. 2024

Developmental Cognitive Neuroscience

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“…For example, creators of the Khan Academy recently rolled out an experimental chatbot that simulates one-on-one human tutoring, providing children with access to greater scaffolding and personalized learning support than they might otherwise receive in large classroom settings (Pedro et al, 2019;Singer, 2023). Education initiatives to leverage intelligent tutoring systems (ITS) in low-resource communities have shown tentative promise: In one study, Brazilian students from low-SES communities improved their math and reading skills with an ITS, but incorporating adaptive learning technology promoted both effective (e.g., generate specific content matched to learners) and ineffective (e.g., use ITS as replacement for teacher support) pedagogical practices (Joaquim et al, 2022). However, AI technologies also often replicate and deepen inequities, because they have been trained on inequitable systems (Guillory, 2020).…”

Section: Capitalizing On Positive Cultural Experiences In the Classroommentioning

confidence: 99%

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

DeJoseph,

Ellwood-Lowe,

Silverman

et al. 2023

Preprint

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There has been significant progress in understanding the effects of childhood poverty on neurocognitive development. This progress has captured the attention of policymakers and promoted progressive policy reform. However, the prevailing emphasis on the harms associated with childhood poverty may have inadvertently perpetuated a deficit-based narrative, focused on the presumed shortcomings of children and families in poverty. This focus can have unintended consequences for policy (e.g., overlooking strengths) as well as public discourse (e.g., focusing on individual rather than systemic factors). Here, we join scientists across disciplines in arguing for a more well-rounded, “strength-based” approach, which incorporates the positive and/or adaptive developmental responses to experiences of social disadvantage. Specifically, we first show the value of this approach in understanding normative brain development across diverse human environments. We then highlight its application to policy, explore pitfalls and ethical considerations, and offer practical solutions to conducting strength-based research responsibly. Our paper offers a unique perspective from a new generation of early-career researchers engaged in the strength-based paradigm shift, several of whom themselves have grown up in conditions of poverty. Ultimately, we argue that a balanced strength-based scientific approach will be essential to building more effective policies.

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Artificial Intelligence and Educational Policy: Bridging Research and Practice

Isotani

Bittencourt

Walker

2023

Communications in Computer and Information Science

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What to do and what to avoid on the use of gamified intelligent tutor system for low-income students

Cited by 6 publications

References 41 publications

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

Artificial Intelligence and Educational Policy: Bridging Research and Practice

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