Evaluating a Data-Driven Redesign Process for Intelligent Tutoring Systems
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| Title: | Evaluating a Data-Driven Redesign Process for Intelligent Tutoring Systems |
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| Language: | English |
| Authors: | Qianru Lyu (ORCID |
| Source: | Grantee Submission. 2026Paper presented at the International Conference on Artificial Intelligence in Education (AIED 2026) (27th, Seoul, Republic of Korea, 2026). |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| 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: | Intelligent Tutoring Systems, Educational Technology, Design, Middle School Mathematics, Middle School Students, Time on Task, Mastery Learning, Learning Processes, Achievement Gains |
| Abstract: | Past research has defined a general process for the data-driven redesign of educational technologies and has shown that in carefully-selected instances, this process can help make systems more effective. In the current work, we test the generality of the approach by applying it to four units of a middle-school mathematics intelligent tutoring system that were selected not based on suitability for redesign, as in previous work, but on topic. We tested whether the redesigned system was more effective than the original in a classroom study with 123 students. Although the learning gains did not differ between the conditions, students who used the Redesigned Tutor had more productive time-on-task, a larger number of skills practiced, and greater total knowledge mastery. The findings highlight the promise of data-driven redesign even when applied to instructional units "not" selected as likely to yield improvement, as evidence of the generality and wide applicability of the method. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679484 |
| Database: | ERIC |
| Abstract: | Past research has defined a general process for the data-driven redesign of educational technologies and has shown that in carefully-selected instances, this process can help make systems more effective. In the current work, we test the generality of the approach by applying it to four units of a middle-school mathematics intelligent tutoring system that were selected not based on suitability for redesign, as in previous work, but on topic. We tested whether the redesigned system was more effective than the original in a classroom study with 123 students. Although the learning gains did not differ between the conditions, students who used the Redesigned Tutor had more productive time-on-task, a larger number of skills practiced, and greater total knowledge mastery. The findings highlight the promise of data-driven redesign even when applied to instructional units "not" selected as likely to yield improvement, as evidence of the generality and wide applicability of the method. |
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