A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on College Students' Academic Learning

Autor/inn/en	Steenbergen-Hu, Saiying; Cooper, Harris
Titel	A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on College Students' Academic Learning
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.331-347 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034752
Schlagwörter	Meta Analysis; Intelligent Tutoring Systems; Instructional Effectiveness; College Students; Learning; College Instruction; Effect Size; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Intelligentes Tutorsystem; Unterrichtserfolg; Collegestudent; Lernen; Hochschullehre
Abstract	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 = 0.32 to g = 0.37); (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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01