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Effects of Intelligent Tutoring Systems on Educational Outcomes: Evidence from a Comprehensive Analysis

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Title: Effects of Intelligent Tutoring Systems on Educational Outcomes: Evidence from a Comprehensive Analysis
Language: English
Authors: Xiaoli Huang (ORCID 0009-0006-4782-0446), Wei Xu (ORCID 0000-0002-7224-1116), Ruijia Liu
Source: International Journal of Distance Education Technologies. 2025 23(1).
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Intelligent Tutoring Systems, Outcomes of Education, Learning Motivation, Student Attitudes, Problem Solving, Meta Analysis, Foreign Countries, Instructional Program Divisions, Instructional Effectiveness, Correlation, Learning Processes, Academic Achievement, Game Based Learning, Teaching Methods
DOI: 10.4018/IJDET.368420
ISSN: 1539-3100
1539-3119
Abstract: This article presents a meta-analysis of the existing literature using Stata 18.0, focusing on the effects of ITSs on learning attitudes, knowledge acquisition, learner motivation, performance, problem-solving skills, test scores, and educational outcomes across different countries and educational levels (k = 30, g = 0.86). The findings suggest that while ITSs can significantly improve learning attitudes and test scores, their effects on knowledge acquisition, learner motivation, performance, and problem-solving skills are less conclusive. The impact of ITSs on educational outcomes also varies across different countries and educational levels, with no significant relationship observed between educational levels and ITS effectiveness. The use of specific ITS designs, such as game-integrated ITSs and ITSs with worked examples, appears to have a more positive impact on educational outcomes. Future research should consider the differential effects of ITS designs and explore ways to enhance their impact on diverse learners and educational contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462151
Database: ERIC
FullText Text:
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  Data: Effects of Intelligent Tutoring Systems on Educational Outcomes: Evidence from a Comprehensive Analysis
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Xiaoli+Huang%22">Xiaoli Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-4782-0446">0009-0006-4782-0446</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wei+Xu%22">Wei Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7224-1116">0000-0002-7224-1116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ruijia+Liu%22">Ruijia Liu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Distance+Education+Technologies%22"><i>International Journal of Distance Education Technologies</i></searchLink>. 2025 23(1).
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  Label: Availability
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  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
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  Data: Y
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  Data: 25
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  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: 10.4018/IJDET.368420
– Name: ISSN
  Label: ISSN
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  Data: 1539-3100<br />1539-3119
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article presents a meta-analysis of the existing literature using Stata 18.0, focusing on the effects of ITSs on learning attitudes, knowledge acquisition, learner motivation, performance, problem-solving skills, test scores, and educational outcomes across different countries and educational levels (k = 30, g = 0.86). The findings suggest that while ITSs can significantly improve learning attitudes and test scores, their effects on knowledge acquisition, learner motivation, performance, and problem-solving skills are less conclusive. The impact of ITSs on educational outcomes also varies across different countries and educational levels, with no significant relationship observed between educational levels and ITS effectiveness. The use of specific ITS designs, such as game-integrated ITSs and ITSs with worked examples, appears to have a more positive impact on educational outcomes. Future research should consider the differential effects of ITS designs and explore ways to enhance their impact on diverse learners and educational contexts.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
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  Data: EJ1462151
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1462151
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        Value: 10.4018/IJDET.368420
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: Effects of Intelligent Tutoring Systems on Educational Outcomes: Evidence from a Comprehensive Analysis
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            NameFull: Xiaoli Huang
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            NameFull: Wei Xu
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            NameFull: Ruijia Liu
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              Y: 2025
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            – TitleFull: International Journal of Distance Education Technologies
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