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Engagement and Learning Benefits of Goal Setting with Rewards in Human-AI Tutoring

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Title: Engagement and Learning Benefits of Goal Setting with Rewards in Human-AI Tutoring
Language: English
Authors: Conrad Borchers (ORCID 0000-0003-3437-8979), Alex Houk (ORCID 0009-0001-5933-6970), Vincent Aleven (ORCID 0000-0002-1581-6657), Kenneth R. Koedinger (ORCID 0000-0002-5850-4768)
Source: Grantee Submission. 2025.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A220386
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Learner Engagement, Educational Benefits, Goal Orientation, Rewards, Intelligent Tutoring Systems, Artificial Intelligence, Active Learning, Blended Learning, Computer Software, Feedback (Response), Mastery Learning, Middle School Students, Outcomes of Education, Skill Development, Learning Processes
DOI: 10.1007/978-3-031-98459-4_4
Abstract: Active learning promises improved educational outcomes yet depends on students' sustained motivation to engage in practice. Goal setting can enhance learner engagement. However, past evidence of the effectiveness of setting goals tends to be limited to non-digital learning settings and does not scale well as it requires active teacher or parent involvement. We study goal setting in a hybrid human-AI tutoring context, where students engage with personalized learning software with feedback and hints while being supported by a human tutor. Each student set a weekly goal (e.g., how much time or how many skills to master) and was rewarded for goal achievement, while human tutors regularly checked in about goal progress. We investigate whether this intervention improves student engagement and skill mastery. We observed 110 middle school students in a hybrid tutoring program over 12 weeks, with goal-setting support integrated into the program after six weeks. Using a quasi-experimental interrupted time series model, we estimated the intervention's impact on engagement and learning. Weekly practice time increased, on average, by about 25% after introducing goal setting, and skills mastered per week increased by about 40%. This effect remained stable over time. These findings suggest that goal-setting support can improve the quantity and quality of practice in hybrid tutoring contexts with minimal added teacher workload. The present study advances the understanding of strategies that can increase student engagement with personalized learning systems in a low-cost and scalable manner, improving the learning benefits of such systems. [Additional funding provided by Learning Engineering Virtual Institute.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED674427
Database: ERIC
FullText Text:
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PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
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  Data: Engagement and Learning Benefits of Goal Setting with Rewards in Human-AI Tutoring
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Conrad+Borchers%22">Conrad Borchers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3437-8979">0000-0003-3437-8979</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alex+Houk%22">Alex Houk</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5933-6970">0009-0001-5933-6970</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vincent+Aleven%22">Vincent Aleven</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1581-6657">0000-0002-1581-6657</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kenneth+R%2E+Koedinger%22">Kenneth R. Koedinger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5850-4768">0000-0002-5850-4768</externalLink>)
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
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  Data: R305A220386
– Name: TypeDocument
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Rewards%22">Rewards</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/978-3-031-98459-4_4
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Active learning promises improved educational outcomes yet depends on students' sustained motivation to engage in practice. Goal setting can enhance learner engagement. However, past evidence of the effectiveness of setting goals tends to be limited to non-digital learning settings and does not scale well as it requires active teacher or parent involvement. We study goal setting in a hybrid human-AI tutoring context, where students engage with personalized learning software with feedback and hints while being supported by a human tutor. Each student set a weekly goal (e.g., how much time or how many skills to master) and was rewarded for goal achievement, while human tutors regularly checked in about goal progress. We investigate whether this intervention improves student engagement and skill mastery. We observed 110 middle school students in a hybrid tutoring program over 12 weeks, with goal-setting support integrated into the program after six weeks. Using a quasi-experimental interrupted time series model, we estimated the intervention's impact on engagement and learning. Weekly practice time increased, on average, by about 25% after introducing goal setting, and skills mastered per week increased by about 40%. This effect remained stable over time. These findings suggest that goal-setting support can improve the quantity and quality of practice in hybrid tutoring contexts with minimal added teacher workload. The present study advances the understanding of strategies that can increase student engagement with personalized learning systems in a low-cost and scalable manner, improving the learning benefits of such systems. [Additional funding provided by Learning Engineering Virtual Institute.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED674427
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED674427
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/978-3-031-98459-4_4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Mastery Learning
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Learning Processes
        Type: general
    Titles:
      – TitleFull: Engagement and Learning Benefits of Goal Setting with Rewards in Human-AI Tutoring
        Type: main
  BibRelationships:
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          Name:
            NameFull: Conrad Borchers
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            NameFull: Alex Houk
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            NameFull: Vincent Aleven
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            NameFull: Kenneth R. Koedinger
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            – D: 20
              M: 07
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Grantee Submission
              Type: main
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