A meta-analysis found that Intelligent Tutoring Systems outperformed, in aggregate, the other modes of instruction they were compared against, though publication bias may partly explain this¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An ITS meta-analysis reports that ITS outperformed, in aggregate, the other modes of instruction to which it was compared in evaluative studies, with publication bias noted as a possible partial explanation. → Benedict du Boulay & Rosemary Luckin 2015

Evidence¶

Benedict du Boulay & Rosemary Luckin 2015¶

Benedict du Boulay & Rosemary Luckin. (2015). Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0053-0

q3 · i? · review · r2

The review reports the Ma et al. (2014) meta-analysis of ITS learning outcomes, finding that ITS "outperformed, in aggregate, the other modes of instruction" in evaluative studies; the authors caution this may partly reflect publication bias.

"we note a meta-analysis of the learning outcomes of using Intelligent Tutoring Systems (Ma et al. 2014). They found that in general an ITS Boutperformed, in aggregate, the other modes of instruction to which it was compared in evaluative studies^"

Discussion¶

Related Claims¶

• Learning with intelligent tutoring systems yields a moderate, statistically significant overall advantage in achievement over non-ITS modes of instruction — possibly the same claim (merge candidate)
• Ma et al. (2014) meta-analysis: step-based ITSs outperformed no tutoring and large-group teacher-led instruction, but showed no differences against small-group or one-to-one human tutoring — a narrower finding that bears on this claim
• Intelligent tutoring systems show moderate learning benefits but are less effective than human tutoring — related
• Intelligent tutoring systems improve achievement over non-individualised instruction — a narrower finding that bears on this claim
• Meta-analytic evidence indicates intelligent tutoring systems yield positive learning outcomes compared with non-ITS conditions — related
• Kulik and Fletcher (2015) found similar-sized ITS improvements to other meta-analyses, with larger effect sizes when tests were tuned to the tutoring system than when standardised tests were used — related
• GURU, a tutor embodying expert-teacher behaviour, produced learning gains similar to small-group human teaching and better than classroom teaching alone — a narrower finding that bears on this claim
• Small sample sizes and publication bias against non-significant findings may inflate meta-analytic effect size estimates in the chemistry teaching-method categories — related