Selected Research on Intelligent Tutoring Systems: An Annotated Bibliography Intelligent tutoring systems (ITS) are increasingly being used

in mathematics classrooms across the nation. These systems allow individualized instruction while transforming classroom characteristics to increase students engagement and learning (Schofield, Eurich-Fulcer, & Britt, 1994). The following research shows the use of ITS in junior and senior high school mathematics classrooms and its effect on both learning and student motivation and engagement. I also hope to learn how ITS have changed and what method of incorporation of ITS into classroom instruction has been most effective.

Beal, C.R. (2004). Adaptive user displays for intelligent tutoring software. CyberPsychology and Behavior, 7(6), 689-693. Retrieved from www.liebertonline.com/cpb The author, a researcher at the University of Southern California, puts forth the idea that much of the data collected by ITS for the user model can be faulty due to realistic learning conditions. She proposes three strategies to provide the pedagogical agent a richer user model, which include: testing on selected student cognitive characteristics, having the intelligent agent draw on experience with past users to identify effective instructional sequences, and tracking the users state of attention and engagement using gaze-tracking software built into the ITS. These strategies will not result in a perfect ITS but should significantly improve the effectiveness in an inexpensive manner. These ideas seek to increase the gains attained by using ITS shown in the studies by Koedinger. This article will allow me to see how ITS have been modified to increase effectiveness. The author has credibility, having been published numerous times in peerreviewed journals.

Beal, C.R., Walles, R., Arroyo, I., & Woolf, B.P. (2007). On-line tutoring for math achievement testing: A controlled evaluation. Journal of Interactive Online Learning, 6(1), 43-55. Retrieved from www.ncolr.org/jiol The authors, researchers at the University of Southern California and University of Massachusetts-Amherst, conducted a controlled experiment to evaluate the effectiveness of an individualized multimedia tutoring system on students performance on high-stakes math tests (e.g., problems from the SAT-Math exam) compared to traditional whole-classroom instruction. They also sought to determine the effectiveness of different types of interactive scaffolding. This article will help me examine whether ITS have an effect on high-stakes test performance. It also looks at whether tutoring improves general problem solving skills or only the skills the tutoring focuses on. The finer focus of the ASSISTment system developed by Razzaq should tie in as they both include a focus on achievement testing. The authors have a great deal of credibility with a immense number of peer-reviewed journal articles attributed to everyone but Walles.

Gatton, T., Datta, A., Dey, P., Martinez, J.J., & Ting, C. (2008) A web-based intelligent tutorial system. Journal of Research in Innovative Teaching, 1(1), 158-173. Retrieved from www.nu.edu/OurPrograms/ResearchCouncil/The-Journal-of-Research-inInnovative-Teaching.html The authors, researchers from National University, critique the most widely used mathematics ITS. They suggest that successful ITS utilize all learning styles possible while being student centered and having the instructor of the course serve as a facilitator and/or consultant. The authors are developing their own web-based ITS which they then lay out the framework for. An emphasis is placed on providing interesting and enjoyable experiences through the ITS. The

article lacks a final model for the ITS the authors are developing. While the analysis of the available systems was interesting, I will not be using it in my paper due to it dealing more with the design process of an ITS rather studying the effects of an existing ITS. The article was published in a peer-reviewed journal but does not contain many peer-reviewed references.

Gudino-Penaloza, F., Mendoza, M.G., Gress, N.H., & Vargas, J.M. (2009). Intelligent tutorial system for teaching of probability and statistics at high school in Mexico. World Journal on Educational Technology, 1(2), 89-97. Retrieved from www.worldeducation-center.org/index.php/wjet The authors conducted a study of using ITS in mobile devices in high schools in Mexico. The resulting impact on students learning was significant for those who used the ITS as an aid to classroom teaching. The students whose classroom time was used exclusively interacting with the ITS experienced a large drop in their grades. This article did not provide the procedures used by the population groups so it is hard to get an accurate picture of the reason behind these results. Due to the lack of information I will not use this article in my paper. The article was published in a peer-reviewed journal but I couldnt find any biographical information about the authors.

Koedinger, K.R., Anderson, J.R., Hadley, W.H., & Mark, M.A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8(1), 30-43. Retrieved from www.iaied.org The authors, researchers from Carnegie Mellon University, conducted a large-scale experiment in several urban high schools to determine the effectiveness of an ITS. They explain that the timely feedback given by the ITS helps to individualize instruction as does the help

provided on an as-needed basis, with information becoming more detailed as help requests are repeated. These features also help ease student frustration in problem solving while providing a sense of achievement. Students who used the ITS outperformed their non-ITS peers by 15% on standardized tests and 100% on tests related to NCTM-recommended algebraic curriculum objectives. This was one of the first large-scale studies done on cognitive tutoring and I would like to explore whether this ITS was developed into the Cognitive Tutor described by Ritter. If it was, how has it been changed and has student learning and engagement increased with the changes? Koedinger and Anderson are experts in the field of cognitive tutoring and carry the utmost credibility.

Razzaq, L., Heffernan, N.T., Feng, M., & Pardos, Z.A. (2007). Developing fine-grained transfer models in the ASSISTment system. Technology, Instruction, Cognition & Learning, 5(3), 289-304. Retrieved from www.oldcitypublishing.com/TICL/TICL.html The authors, researchers from Worcester Polytechnic Institute, are working on developing a web-based formative assessment system that allows for tutoring on needed skills while providing an increasingly accurate prediction of how each student will perform on state assessment exams. The primary goal of the ASSISTment system is to provide the feedback to classroom teachers so they can adjust their classroom strategies. In this sense it will allow teachers to see what to focus on before high-stakes testing so they can get the most bang for their buck in terms of instructional focus. The system provides a more comprehensive breakdown of students skills than other available assessment prediction products. This study has relevance due to its focus on high-stakes math achievement tests which is similar to Beals work. All of the

authors have been published in other peer-reviewed journals and had work published in conference publications.

Ritter, S., Anderson, J.R., Koedinger, K.R., & Corbett, A. (2007). Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255. Retrieved from www.psychonomic.org/index.html The authors, researchers from Carnegie Mellon University and Ritter, a former Carnegie Mellon research scientist and co-founder of the company that created Cognitive Tutor, explain the principles behind their program. The program comes from a theoretical basis that learning is a gradual process of encoding, strengthening, and proceduralizing knowledge. Cognitive Tutor tracks both students strategies for problem solving as well as their performance on knowledge components. These user profiles allow the ITS to emphasize skills the learner is weakest in and require mastery learning before moving on to new sections of the curriculum. Cognitive Tutor has been used in several different parts of the U.S. and has been shown to increase scores on standardized tests. This article will help to explain the learning theory behind ITS as well as the methodology for improving the system. The ITS can be compared with the system being developed by Razzaq. All authors are considered experts in the field with numerous publications in peer-reviewed journals and books.

Schofield, J.W., Eurich-Fulcer, R., & Britt, C.L. (1994). Teachers, computer tutors, and teaching: The artificially intelligent tutor as an agent for classroom change. American Educational Research Journal, 31(3), 579-607. Retrieved from http://aer.sagepub.com/

The authors, researchers from the University of Pittsburgh, conducted a two year study on the use of ITS in Geometry classes at urban high schools in Pittsburgh. Their findings represent a paradox. A significant portion of those who used ITS favor help from a teacher to that of help provided by the ITS. However, student engagement and time on task was much higher in classes using the ITS. In post-use interviews over 80% stated they would advise their friends to enroll in the classes using ITS. The explanations proposed for this paradox include that the ITS functioned as an additional classroom resources instead of replacing the teacher. Also, the ITS gave autonomy to learners in their asking for help from teachers. Help when given was more individualized and private than that observed in the traditional classrooms. This article will provide information on how ITS improve motivation and engagement in the classroom. It will remind me to look more deeply at the other aspects that ITS can effect besides learning. Schofield has over 70 peer-reviewed journal articles to her credit and also serves as a reviewer for several well-known journals. Eurich-Fulcer and Britt served as graduate research assistants.