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Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective

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Abstract

Intelligent Tutoring Systems (ITSs) have a great potential to effectively transform teaching and learning. As more efforts have been put on designing and developing ITSs and integrating them within learning and instruction, mixed types of results about the effectiveness of ITS have been reported. Therefore, it is necessary to investigate how ITSs work in real and natural educational contexts and the associated challenges of ITS application and evaluation. Through a systematic literature review method, this study analyzed 40 qualified studies that applied social experiment methods to examine the effectiveness of ITS during 2011–2022. The obtained results highlighted a complicated landscape regarding the effectiveness of ITS in real educational contexts. Specifically, there was an “intelligent” regional gap regarding the distribution of countries where ITS studies using social experiment methods were conducted. Compared to learning performance, relatively less attention was paid to investigating the impact of ITS on non-cognitive factors, process-oriented factors, and social outcomes, calling for more research in this regard. Considering the complexities and challenges existing in real educational fields, there was a lack of scientific rigor in terms of experimental design and data analysis in some of the studies. Based on these findings, suggestions for future study and implications were proposed.

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Data availability

The datasets generated during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

The current study isfunded by Guangdong University Online Open Course Committee (广东省本科高校在线开放课程指导委员会, Grant Number: 2022ZXKC397) and China Institue of Education and Social Development (中国教育与社会发展研究院, Grant Number: Gb2021013).

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Authors and Affiliations

  1. Faculty of Education, National Engineering Research Center of Cyberlearning and Intelligent Technology (China), Beijing Normal University, Beijing, China

    Huanhuan Wang, Ronghuai Huang, Min Li & Xixian Zhu

  2. Smart Learning Institute of Beijing Normal University, Beijing, China

    Ahmed Tlili, Dong Yang & Cheng Fei

  3. Computer-Human Interaction in Learning and Instruction (CHILI) Lab, Écolecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland

    Zhenyu Cai

  4. Faculty of Education, Shenzhen University, Shenzhen, China

    Zui Cheng

  5. Educational Informatization Strategy Research Base, Ministry of Education, Beijing, China

    Mengti Li

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Appendix

Table 14 The ITS articles included for analysis
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Wang, H., Tlili, A., Huang, R. et al. Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Educ Inf Technol 28, 9113–9148 (2023). https://doi.org/10.1007/s10639-022-11555-x

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