The special issue's accepted papers illustrate progress toward enabling non-programmer teachers and trainers to author adaptive systems¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The four peer-reviewed accepted papers show the field's progress in enabling teachers and trainers who are not programmers to author adaptive systems. → Andrew M. Olney 2021

Evidence¶

Andrew M. Olney 2021¶

Andrew M. Olney, Stephen B. Gilbert, Kelly Rivers. (2021). Preface to the Special Issue on Creating and Improving Adaptive Learning: Smart Authoring Tools and Processes. International Journal of Artificial Intelligence in Education (2022) 32:1–3. https://doi.org/10.1007/s40593-021-00277-9

q1 · i? · review · r1

Editorial synthesis of the special issue: ten papers were submitted and four accepted after peer review, and the editors read the four accepted papers as "illustrate the field’s progress towards enabling teachers and trainers who are not programmers to author adaptive systems". This is the editors' interpretive framing, not a measured outcome.

"The papers in this special issue illustrate the field’s progress towards enabling teachers and trainers who are not programmers to author adaptive systems."

Discussion¶

Related Claims¶

• The special issue on AIED in the Global South features 10 papers reviewed according to journal standards — related
• The four Special Issue learning communities mediated members toward consensus, with no reports of longstanding dissent — related
• A systematic literature review published from 2009 to June 2016 identified 33 primary studies on ITS authoring tools for non-programmer authors out of 4622 retrieved papers — related
• Across the special issue, all four levels of coupling minds correlate with task performance — related
• The Trainer is expected to improve attitudes toward peer feedback relative to rubric-only instruction — related