Recent Meta-reviews and Meta–analyses of AIED Systems

  title={Recent Meta-reviews and Meta–analyses of AIED Systems},
  author={John Benedict du Boulay},
  journal={International Journal of Artificial Intelligence in Education},
  • John Benedict du Boulay
  • Published 1 March 2016
  • Education
  • International Journal of Artificial Intelligence in Education
It is pleasing to see that the 25th Anniversary of IJAIED also brings a certain maturity to the field. In the last 5 years there have been a number useful and positive analyses of the effectiveness of AIED systems designed to tutor one-to-one. For example, VanLehn (2011) found that the effectiveness of the Bstep-based^ intelligent tutoring systems he surveyed were nearly as effective as average human tutors, and that neither of these were as effective as expert human tutors, but certainly both… 

A Systematic Literature Review of Intelligent Tutoring Systems With Dialogue in Natural Language

The results of this review reveal that most ITSs are directed toward science, technology, engineering, and mathematics (STEM) domains at the university level, and the majority of the selected ITSs implement the expectations and misconceptions tailored approach.

Designing Adaptive Instruction for Teams: a Meta-Analysis

The core contribution of this research was the identification of behavioral markers associated with the antecedents of team performance and learning thus enabling the development and refinement of teamwork models in ITS architectures.

Authoring Tools for Designing Intelligent Tutoring Systems: a Systematic Review of the Literature

A Systematic Literature Review is conducted to identify the primary studies on the use of ITS authoring tools, following a pre-defined review protocol, and shows several promising research opportunities that are quite important and interesting but underexplored in current research and practice.

Helping Teachers Design Gamified Intelligent Tutoring Systems

An authoring solution to help teachers in the design of gamified ITS by using template requires much less time than from scratch and there is no difference in the use or not of template for authoringgamified ITS with regards to the other metrics.

Co-designing Gamified Intelligent Tutoring Systems with Teachers

A solution for authoring gamified ITS by teachers that makes use of an ontology-based feature model (OntoSPL) to deal with the variability at runtime and takes advantage of a ontology (GaTO) that connectsgamified ITS theories and design practices to constrain the variability space for designing these systems.

An Instrument for Measuring Teachers’ Trust in AI-Based Educational Technology

Evidence from various domains underlines the key role that human factors, and especially, trust, play in the adoption of technology by practitioners. In the case of Artificial Intelligence (AI)

An ontology-driven software product line architecture for developing gamified intelligent tutoring systems

A PLA for developing gamified ITSs that uses an ontology-driven feature modelling strategy and illustrates how the architecture could be applied to instantiate a product on the basic math domain.

Confirmation bias and trust: Human factors that influence teachers' attitudes towards AI-based educational technology

Evidence from various domains underlines the key role that human factors, and especially, trust, play in the adoption of AI-based technology by professionals. As AI-based educational technology is

Simulating Team Tutoring in Multiagent Environments

This work designed a simulated learning environment for teams of autonomous agents using PsychSim, which provides a testbed for developing tutoring strategies suited for team training and for the skills it aims to engender.

Impact of an Artificial Intelligence Research Frame on the Perceived Credibility of Educational Research Evidence

The results demonstrate that when educational research evidence is framed within AI research, it is considered as less credible in comparison to when it is framed instead within neuroscience or educational psychology.



The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

It was found that the effect size of human tutoring was much lower than previously thought, and the effect sizes of intelligent tutoring systems were nearly as effective as human tutors.

A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning.

In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent

Intelligent tutoring systems and learning outcomes: A meta-analysis

Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g.,

How Effective are Intelligent Tutoring Systems in Computer Science Education?

A meta-analysis on the effectiveness of Intelligent Tutoring Systems (ITS) in computer science education compared the learning outcomes of ITS and non-ITS instruction and found a significant advantage of ITS over teacher-led classroom instruction andNon-ITS computer-based instruction.

Effectiveness of Cognitive Tutor Algebra I at Scale

Examination of the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states finds evidence in support of positive effects in the second year, and the estimated effect is statistically significant for high schools but not for middle schools.

How Effective are Pedagogical Agents for Learning? A Meta-Analytic Review

Research on the use of software programs and tools such as pedagogical agents has peaked over the last decade. Pedagogical agents are on-screen characters that facilitate instruction. This

Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review

  • Review of Educational Research
  • 2015

A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning

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

Int J Artif Intell Educ

  • Int J Artif Intell Educ
  • 2016