Automated real-time feedback in an adaptive diagnostic ITS produced greater progression on a SOLO-based mathematics assessment than the same system without real-time feedback¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i2 medium
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Learners using the adaptive diagnostic ITS with automated real-time feedback showed greater SOLO-based progression than learners using the same system without it, with a significant time-by-group interaction and a reported Cohen's d of 0.73. → Ogunsakin IB 2026

Evidence¶

Ogunsakin IB 2026¶

Ogunsakin IB, Ayanwale MA, Falebita OS and Felemu OJ (2026) Reimagining mathematics education through intelligent tutoring: evidence, opportunities, and implementation challenges. Front. Educ. 11:1943906. https://doi.org/10.3389/feduc.2026.1943906

q2 · i2 · review · r2

The review reports Marwiang et al. (2025)'s comparison of learners using the same adaptive diagnostic ITS with and without automated real-time feedback. The feedback group's means rose from 1.90 (SD = 1.43) to 3.54 (SD = 0.85) versus 1.90 (SD = 1.31) to 2.85 (SD = 1.27) on the four-point SOLO scale, a "meaningful advantage associated with real-time feedback".

"The significant time-by- group interaction, F (1, 76) = 9.24, p = .003, partial η2 = .108, together with the reported Cohen’s d of 0.73, indicates a meaningful advantage associated with real-time feedback."

Discussion¶

Related Claims¶

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• Reviewed literature identifies personalisation, adaptive support, rapid feedback, and teacher-facing automation as recurring pedagogical opportunities of AI in mathematics education — a broader claim this one bears on
• AI-driven PBL environments enhance educator and student collaboration via real-time feedback, intelligent scaffolding, and data-informed instructional decisions — related
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• LLMs can deliver scalable, personalized, interactive feedback almost instantly, reducing dependency on teacher availability and supporting self-regulated learning in large courses — a broader claim this one bears on
• Implementation intention formation enhances accessibility of specified opportunities and automates goal-directed responses — related