| Title |
Intelligent tutoring systems need teachers |
| Authors |
Bardach, Lisa ; Moeller, Korbinian ; Ruiz‐Garcia, Miguel ; Strittmatter, Younes ; Meyer, Jennifer ; Musslick, Sebastian ; Spitzer, Markus |
| DOI |
10.1002/jcal.70159 |
| Full Text |
|
| Is Part of |
Journal of computer assisted learning.. Hoboken, NJ : Wiley. 2026, vol. 42, iss. 1, art. no. e70159, p. 1-11.. ISSN 0266-4909. eISSN 1365-2729 |
| Keywords [eng] |
digital education ; digital learning software ; dropout ; intelligent tutoring system ; student engagement |
| Abstract [eng] |
What is currently known about this topic? Digital tools like intelligent tutoring systems (ITSs) have been developed to support student learning. Despite large investments, real‐world use of ITSs is not yet fully understood. Student dropout and disengagement limit the benefits of digital tools. There is a need to better understand factors linked to dropout and engagement. What does this paper add? We examine links between assignment scenarios in ITSs and student engagement/dropout using data from real classroom settings. Students drop out earlier and engage less when they self‐assign problems in the ITS than when teachers assign problems to them. We show that these effects appear in both Germany and the Netherlands. Implications for practice and/or policy Teachers may need to stay involved when students use ITSs over extended periods. ITSs may be better integrated into classroom practices rather than used in isolation. Involving educators in the design of ITSs may help align these tools with classroom realities. |
| Published |
Hoboken, NJ : Wiley |
| Type |
Journal article |
| Language |
English |
| Publication date |
2026 |
| CC license |
|
