The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students with Learning Disabilities or Difficulties
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| Title: | The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students with Learning Disabilities or Difficulties |
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| Language: | English |
| Authors: | Xuan Yang (ORCID |
| Source: | Learning Disability Quarterly. 2026 49(2):98-111. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 080500689 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Intelligent Tutoring Systems, Problem Solving, Students with Disabilities, Learning Disabilities, Learning Problems, Word Problems (Mathematics), Mathematics Instruction, Program Effectiveness, Computer Managed Instruction, Elementary School Students, Grade 4 |
| DOI: | 10.1177/07319487261423553 |
| ISSN: | 0731-9487 2168-376X |
| Abstract: | Educational laws and current standards emphasize fostering conceptual understanding in problem-solving, as well as cultivating higher-order thinking and reasoning skills, with the ultimate goal of developing independent mathematical thinkers. The purpose of this study, conducted at a Midwest U.S. elementary school, was to explore the impact of the Please Go Bring Me-COnceptual Model-based Problem-Solving intelligent tutor on word problem-solving skills and multiplicative concept development of students with learning disabilities or difficulties in mathematics. The multiple-probe across-participants design was used to explore the functional relationship between the intervention program and students' problem-solving skills and the development of conceptual knowledge. Concept development was measured by the levels of independence in solving problems provided by the intelligent tutor. Results showed that the tutoring system was effective in promoting students' critical thinking and word problem-solving performance. It seems that features, such as the guided discovery strategy embedded in the tutoring system may have contributed to students' development as an independent problem solver. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501922 |
| Database: | ERIC |
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