Foundations of • Intelligent Systems Intelligent Tutoring Systems (AI) Are Eective Towards Education

Published on: Dec 07, 2020 Updated on: Dec 05, 2020 License: Creative Commons Attribution 4.0 International License (CC-BY 4.0) Foundations of Educational Technology • Intelligent Tutoring Systems Intelligent Tutoring Systems (AI) Are Eective Towards Student Education

Introduction In the 1900s, an Intelligent Tutoring System (ITS) kindled the world of technology with the mirroring abilities of human thinking called, “Artificial Intelligence” (AI). Which is a replica of human thinking and actions. Furthermore, AI is utilized through an intelligent tutoring computer system providing system-based teaching abilities. Intelligent Tutoring Systems (AI) are able to enhance student learning when implemented in the educational field. This is because of artificial intelligences ability to personalize constructive feedback by adapting to student needs and mirroring human tutor capabilities. In addition, not only are receiving reliable education from Intelligent Tutoring Systems (ITSs) are as well. ITSs inclusion in classrooms through increased student engagement allows teachers to better utilize their time in assisting student learning and connecting with them as well.

Brief history of work that has been done in ITSs

The evolution of ITSs has progressed from implementation to a unique modernized ITS. Modernized ITSs are able to individualize student needs through AI promoting further learning (Shute & Psotka, 1994). Table 2 in Shute et al (1994) presents contrasting approaches of ITSs. It is evident ITSs have progressed towards a more positive approach in the newly developed version of ITS’s. Older ITSs have shown to limit student and teacher potential. This is how earlier ITSs failed student learning, as a result of teachers being the sole limelight. The practitioners became knowledge dispensers giving students the information to create a teacher-directed activity. Moreover, ITSs were solely assessing students on factual knowledge of memorization (Shute & Psotka, 1994). The former

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ITSs inhibited student learning potentials due to its inability of customizing individual learning. On the other hand, the newer ITSs approach made students the core directors of their exploration. Further, creating a space where teachers became facilitators among students. Modernized ITSs assessed students individually on their ability to apply the skills and knowledge that were being taught (Shute & Psotka, 1994).

How Do ITSs Work to Improve the Educational System? ITSs that model human tutors are nothing but an incredible development. It will raise questions on how this ITS works to improve learning if at all. In a Carnegie Mellon University news article written by Bryon Spice (2020), ITSs have been effective in helping students in a variety of subjects such as math and grammar. With attention to how the ITS is able to teach effectively, is a result of AI. Therefore, a teacher is able to teach an AI computer system through several demonstrations of problems and by correcting the AI computer system on problems in different ways (Spice, 2020). Namely, ITS is an adequate tool for improving learning in the educational field because AI is being trained in a number of ways to solve one problem. Whereas, in a traditional practice a teacher can only demonstrate one solution to a problem (Spice, 2020).

The intelligent computerized system is capable of generalizing and applying multiple solutions to a similar problem of a particular topic, as Daniel Weitekamp PHD student at Carnegie University states (Spice, 2020). Moreover, another aspect that makes the intelligent computerized tutor significant in a classroom is a result of how ITSs are able to simulate a teacher. Such as, when explaining concepts to students similar to how it would take place in a traditional classroom setting. Next, AI operates through intelligent computer-based systems where AI works to learn how to apply the solvable solutions by tracking each student’s skill sets and knowledge (Spice, 2020). Personalizing when to provide the student with hints, practice problems and corrections to better assist their learning can all be gauged by the AI computer system (Spice, 2020). In which, the application of ITSs has been proven effective when aligned with traditional teachings or when used alone (Weitekamp et al, 2020 pp.1).

ITSs Differ from Other Traditions AI has solely provided exceptional qualifications in the educational field making it a unique invention when compared to social media platforms, digital games and coding. Firstly, social media platforms such as, Instagram, Twitter and Facebook are popular in the attention they are capable of attracting within society. Although social media largely works to function on a personal platform creating a space to communicate amongst people (Tess, 2013). Social media serves higher educational settings by, “Enhancing teacher instructions, as well as promote active learning for students” (Tess, 2013, pp.1). There can be useful information that can be retrieved from social media platforms such as Instagram.

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Nonetheless, it is not information that is authentic and can also lead to false claims or misinterpretations when using these platforms for educational purposes.

Furthermore, AI illustrates greater promise and unique qualifications in higher educational settings. ITS’s impact student learning due to its global accessibility of school material at any time or place. As Johnson (2019) writes, AI is rare in its ability to conform to student convenience and allowing students to learn at their own pace. Moreover, AI is able to adapt to students’ skill sets in which AI can immediately gauge its constructive feedback. Thus, aiding in the student’s best interest and increasing academic performance (Alkhatlan & Kalita, 2018)

Secondly, games in an educational system can contribute towards learning through the entertainment element. Learning in games can be provided by a number of different areas from Math, English and Geography. In addition, “digital games are able to provide through social interaction, problem solving, higher order of thinking, hand-eye coordination, critical ability and memory” (Manesis, 2020, pp. 2) However, AI the computer-based system is able to develop a unique and individualized learning experience to a targeted curriculum area. AI utilizes proper human demonstrations when providing solutions to learners. AI is not only spitting answers to a particular question, rather it is following up with complete explanations than arriving to answers (Spice, 2020). AI is able to assess the knowledge enabling the student to take charge in his or her learning process.

Thirdly, coding is gradually integrating into higher education curriculum as Gillian Shaw editor of Vancouver Sun (2016) writes, “It can increase students problem solving skills, critical thinking, information processing and inspire curiosity within students”, said Marina Milner-Bolotin, an assistant professor at UBC (Shaw, 2016). Both coding and AI are qualified to teach students. Therefore, what makes AI significant is the diversity of supporting any area from “educational purposes through training markets, homes, schools, universities, businesses and governments” (Alkhatlan & Kalita, 2018, pp.2). AI through ITSs brings a personalization and enhancement to whichever field it is being utilized in. It provides human simulated intelligence to whom it begins to teach or encounter. Furthermore, ITSs are different due to their ability to track the cognitive state of individual learners and respond appropriately. ITSs in most qualifications has flourished and continues too, it is a result of simulating human teachers.

Advantages of ITSs Furthermore, the goal of ITSs in the educational field is not to replace teachers nor the traditional practice. Instead, the aim for ITSs is to provide knowledge acquisition when exercised in classrooms. In a study organized by Bloom (1984), it verified students who engaged in class material by the guidance of an ITS performed two times better than class material administered through traditional methods

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(Alkhatlan & Kalita 2018, pp.1). Thus, what does ITSs bring for student learning to outperform traditional practices in schools?

ITSs tailor to individual student needs, it provides timely hints with corrective instructions and gives constructive feedback while adapting to the skill set of a student. Further, ITSs are able to diagnose possible difficulties with AI assessing material accordingly to a level that a student is able to learn (Schofield et al, 1990). ITSs present constructive instruction to support further learning or readjustments accordingly to student knowledge (Schofield et al, 1990). Therefore, the ITSs contribute to student learning by improving course quality, self-esteem and students are independent learners in charge of their own learning. Also, ITSs create opportunity for collaborative learning environments (Nkambou et al, 2010). Students being able to choose whether they want to engage in group work along with an ITS or “work individually where ITSs can serve as a partner” (Nkambou et al, 2010, pp.7). Providing opportunity for collaborate growth and boost in confidence while working with peers in a classroom.

In a study by Schofield et al (1990) discussed, an ITS called, “GPTUTOR” which was placed into a classroom for research purposes. Furthermore, Schofield et al (1990) found significant behavioral observations in students and teachers. The experimenters found students demonstrated increased effort and involvement with the GPTUTOR (Schofield et al 1990). Moreover, Schofield et al (1990) questioned what about the ITS increased levels of efforts and involvements in students when working with the GPTUTOR. As a result, Schofield et al (1990) found, students presented increased motivation, healthy competition amongst peers and increased levels in academic progression when engaged with ITSs (pp. 34, 36). Similarly, Alkhatlan & Kalita (2018) researched both traditional learning and ITSs in a classroom consisting of fifty studies. Alkhatlan et al (2018) found that, “92 percent of the indicated students who interacted with ITSs outperformed those who received traditional classroom instructions” (pp.4). An ITS is not short of positive qualities contributing towards student learning

Next, Schofield et al (1990) held interviews inquiring about the experience’s teachers had while embracing the GPTUTOR. Schofield et al (1990) interviews began asking if they, “Have noticed when using the computer tutors are, they giving more attention to certain sorts of students versus other ones? Or does it pretty well even out?” (pp.29). In which the teacher says, “No I would say in general I gave much more help to students that were much slower and in need of help. I have a lot more time as the computer tutor frees me up for individualized attention” (Schofield et al, 1990, pp. 29). Therefore, the ITS in higher education is undoubtedly not only assisting students in a positive way but making teachers more available as well. It allows teachers to engage with students that are in need of extra attention without disrupting other students.

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Disadvantages of ITSs Despite all the great contributions the ITS represents it can also bring considerable disadvantages. Firstly, an EdTech that mimics human intelligence cannot be cost free to install in schools, better yet technology anywhere is not cheap (LiveTiles, 2019). Therefore, coming to an environment like schools where funds are largely depleted in every direction. Very quickly ITSs can be pushed into the not needed category. Furthermore, ITSs come with costly regular maintenance and the concern of information being lost or stolen (LiveTiles, 2019). Secondly, computer tutors also accompany hesitation when considered for higher education. Lots of times teachers show concern towards adding yet another technology into a classroom. Where many students are already revolved around other technologies like cellphones, laptops and tablets. Therefore, it is granted ITSs arise concern of heavy reliance on machinery for education. (LiveTiles, 2019).

Lastly, students in a classroom are not only learning the required material, but they are also learning social values through their day-to-day interactions. Therefore, incorporating ITSs that simulate human interactive experiences only increases more screen-time and decreases time towards real interactions, character building, and creating relationships (LiveTiles, 2019). Students can struggle when connecting with others on a personal level due to the lack of interactions they are encountering in classrooms when working with ITSs. The emotional element and moral values can be challenged with ITSs (LiveTiles, 2019). Moreover, it is not foreign that many teachers and schools contemplate whether ITSs are a good idea in a classroom although ITSs performance has shown to positively assist learning. As a result, it can also lead to unemployment, “creating less demand for educators” (LiveTiles, 2019).

Table.3 MOOC survey

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Seeing table 3 which discusses a survey conducted on “Massive Open Online Courses” (MOOCs). An online classroom that is able to enroll any number of students. Providing quality education and making

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schools no longer an element preventing the quality of education, as presented in the diagram (LiveTiles, 2019). Finally, accounting for all the advantages and disadvantage of the ITSs. The positives outshine the disadvantages because the goal of this technology is to provide access to knowledge. Therefore, AI computers aligned with educators could change the academic world forever. However, with that in mind it is crucial to recognize that ITSs are able to provide knowledge acquisition within a conventional classroom making educators less of a priority.

Current ITS Uses Thus far, how have ITSs that are in effect and employed within the present educational system performed so far? As an illustration, according to Business Wire (2020) MATHia by Carnegie Learning has won, “Best AI Solution” in the EdTech award. Furthermore, MATHia is an AI tutoring system that is able to track and learn from each individual student while adapting to their needs. MATHia is able to recognize the hiccups students make whilst providing solutions to master math problems (Business Wire, 2020). During the COVID-19 pandemic MATHia has proven efficient by the inclusion of teachers, MATHia enables teachers’ tremendous power to administer, also the alert function of student movement and managing student progress from the comfort of their home during the pandemic (Business Wire, 2020).

Another current use of ITSs today is the use of “Happy Numbers” which is used to help students struggling with math criteria (Bonderud, 2019). It is an AI-based assistant teacher which has the ability to provide personalized feedback and assistance to students (Bonderud, 2019). AI specifically is capable of molding to student needs by working at their pace and set of skills by tracking student progression (Nkambou et al, 2010). It is important for the success of ITSs that student feedback and comments be noted. Through student use and experiments can ITSs be improved and be added upon in the future. This system is currently still not widely used and requires a lot of trial and error by students. It would be awesome to have ITSs that come with every class. Whom you can ask questions to and get live responses and feedback from based on your skill level. However, this is only possible if schools start implementing these ITSs more into the educational system today.

General Lessons for Educational Technologists Educational technologists should always be critical of new and emerging technologies for the educational system. ITSs need to be carefully constructed for each course to be effective and be worth the cost. Educational technologists might interpret that ITS research can be used to describe the success of online learning (Koedinger & Aleven, 2016). They can draw conclusions from ITSs and interpret what needs to be changed or fixed about online learning. Also, how online learning can be more flexible and should work in par with ITSs. Online learning courses can sometimes become overwhelming for students and lessons learned from ITSs can be implemented into them.

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Next, ITSs are here to aid both teachers and students. They are meant to be used as tools to help both educators and students in courses. The systems are designed to facilitate a more open learning environment for students. Although these systems go above traditional tutoring systems, they are not a direct replacement for teachers (Anderson, Corbett, Koedinger, & Pelletier, 1995). However, these systems provide more learning opportunities for students from different backgrounds. It is hard to implement a different teaching method for each student in the classroom but for ITSs this is not a problem. I believe that this is the best way for ITSs to work effectively and become a greater part of our educational system, the best of both worlds.

In present time, the growing use of ITSs has created a shift in the educational system. Researchers and educators aim towards finding how effective indeed ITSs are in reality. Therefore, higher education utilizing ITSs as a mean of providing education has started to shift. Furthermore, Kulik and Fletcher (2016) researched fifty controlled ITSs evaluating whether students indeed are experiencing learning enhancements. Kulik et al (2016) further found, “Students who received intelligent tutoring outperformed students on tests in 46 of them, which is 92% of the 50 conducted studies” (pp. 53). Additionally, Alkhatlan & Kalita (2018) researched both traditional learning and ITSs in a classroom of fifty studies. Alkhatlan et al (2018) found that, “92 percent of the students who interacted with ITSs outperformed those who received traditional class instructions” (pp.4). The studies and research drawn from ITSs can be used to examine other educational traditions. The studies conducted on ITSs have clearly shown that they improve academic performance for students who use them versus those who do not (Anderson, Corbett, Koedinger, & Pelletier, 1995).

Future of ITSs in the Educational System ITSs will have a profound effect on how the future educational system is shaped. ITSs address one of the main challenges in the educational system today, that is all people are different. This phenomenon has created many problems for students right now, as each student has their own way of learning. The future of ITSs in the educational system will consist of personalized feedback, breaking human bias towards ITSs, and increased teacher-student engagement (Bonderud, 2019). One of the main features of ITSs is the ability to provide personalized feedback to students based on their skill-level. These systems provide real time help for the students who use them, and construct carefully planned study plans in order for them to succeed in the course (Koedinger & Aleven, 2016). This makes it easier for the teacher to track their students’ progress and reach out to them. The collection of student information and learning habits will help the teacher create a better more defined learning plan for each one of their students based on their individual needs (Bonderud, 2019).

Secondly, ITSs face tons of criticism especially from educators. In the future, it is important to break these human biases’ towards ITSs. Educators should view ITSs as a tool to help them complete their necessary administrative work which takes up so much of their time. This frees up time for other

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activities for the educator and lets them focus on engagement with their students (Bonderud, 2019). Grading of exams and papers is slowly shifting towards an AI marking scheme. Most exams today are multiple choice, and many are conducted online making it easier for them to be marked by AI programs. Another key benefit of switching to AI marking programs is that it eliminates bias for short answers or student papers, which would usually be marked by educators (Bonderud, 2019).

Thirdly, ITSs make the educator more available to students and allows them to help with confusing material. The problem today is that educators spend a majority of their time marking, reviewing and carrying out administrative work (Bonderud, 2019). This makes the educator less available for students as they have so much on their plates. The growing usage of ITSs today allows educators to move away from their administrative roles (Bonderud, 2019). Overall, ITSs revolve around student interests, skills and are tailored to their current level (Bonderud, 2019). In the near future, classrooms will consist of the involvement of ITSs as they have many advantages, not only for students but for educators as well.

Conclusion In conclusion, research studies support ITSs and are a great asset in the educational field. Moreover, ITSs do indeed outperform traditional practices between a student and teacher conventional classroom. Lastly, AI computer tutors not only benefit students overall learning but are able to provide reduced workload for teachers. Therefore, allowing educators to efficiently divide their time in collaborative work with students and less as authoritative experts of knowledge. (Schofield et al, 1990). It is important for students to adapt to ITSs as any other technology, such as the immergence of Zoom today. Students are always understanding and adapting to new technologies throughout their educational journey. Although these systems are not perfect, they can be a great tool for students to use in accordance with lectures, professor meetings and assignments. Having the ability to use these ITSs will make students more comfortable for exams and provide a more enjoyable learning experience (Anderson, Corbett, Koedinger, & Pelletier, 1995).

Works Cited

Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 167-207.

Bonderud, D. (2019, August 27). Artificial Intelligence, Authentic Impact: How Educational AI is Making the Grade. Retrieved from EdTech Focus On K-12: https://edtechmagazine.com/k12/article/2019/08/artificial-intelligence-authentic-impact-how- educational-ai-making-grade-perfcon

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Koedinger, K. R., & Aleven, V. (2016). An Interview Reflection on “Intelligent Tutoring Goes to School in the Big City”. International Journal of Artificial Intelligence in Education, 13-23.

Koedinger, K., 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, 30-43.

Alkhatlan, Ali, & Kalita, Jugal. (2018). Intelligent Tutoring Systems: A Comprehensive Historical Survey with Recent Developments.

Intelligent tutoring system. (2020, October 25). Retrieved October 27, 2020, from https://en.wikipedia.org/wiki/Intelligent_tutoring_system

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Johnson, A. (2019, February 6). 5 Ways AI Is Changing the Education Industry. Retrieved October 28, 2020, from https://elearningindustry.com/ai-is-changing-the-education-industry-5-ways

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: a meta-analytic review. Review of educational research, 86(1), 42-78.

LiveTiles. (2019, July 26). 15 Pros and 5 Cons of Artificial Intelligence in the Classroom. Retrieved October 28, 2020, from https://livetilesglobal.com/pros-cons-artificial-intelligence-classroom/

Manesis, D. (2020). Digital Games in Primary Education. In Game Design and Intelligent interaction. IntechOpen.

MATHia® by Carnegie Learning Wins "Best Artificial Intelligence Solution" in The EdTech Awards 2020. (2020, May 13). Retrieved December 04, 2020, from https://www.businesswire.com/news/home/20200513005646/en/MATHia%C2%AE-by-Carnegie- Learning-Wins-%E2%80%9CBest-Artificial-Intelligence-Solution%E2%80%9D-in-The-EdTech-Awards- 2020

Nkambou, R., Bourdeau, J., & Mizoguchi, R. (2010). Introduction: what are intelligent tutoring systems, and why this book? In Advances in intelligent tutoring systems (pp. 1-12). Springer, Berlin, Heidelberg.

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Shute, V. J., & Psotka, J. (1994). Intelligent Tutoring Systems: Past, Present, and Future. ARMSTRONG LAB BROOKS AFB TX HUMAN RESOURCES DIRECTORATE.

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Shaw, G. (2016, January 19). Coding to be added to BC school curriculum, sort of. Retrieved October 28, 2020, from https://vancouversun.com/news/staff-blogs/coding-to-be-added-to-bc-school-curriculum- sort-of

Schofield, Janet Ward, Evans-Rhodes, Debra, & Huber, Brad R. (1990). Artificial Intelligence in the Classroom: The Impact of a Computer-Based Tutor on Teachers and Students. Social Science Computer Review, 8(1), 24–41. https://doi.org/10.1177/089443939000800104

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29, A60–A68.

Weitekamp, D., Harpstead, E., & Koedinger, K. R. (2020, April). An Interaction Design for Machine Teaching to Develop AI Tutors. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-11).

GoogleImage,(n.d)https://www.google.com/search? q=mooc+survey+&tbm=isch&ved=2ahUKEwjB25GTgNjsAhVFmp4KHeReC6sQ2cCegQIABAA&oq=mooc +survey+&gs_lcp=CgNpbWcQAzoECCMQJzoGCAAQBRAeOgYIABAIEB46BAgAEBg6AggAOgQIABAeUID KAViP3gFg_N8BaABwAHgAgAFYiAGrB5IBAjE1mAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&e i=s8OZX4G2CcW0-gTkva3YCg&bih=750&biw=910&hl=en-GB&hl=en-GB#imgrc=LggSTz4vnlSdPM https://www.cmu.edu/news/stories/archives/2020/may/intelligent-tutors.html

https://www.businesswire.com/news/home/20200513005646/en/MATHia®-by-Carnegie- Learning-Wins-“Best-Artificial-Intelligence-Solution”-in-The-EdTech-Awards-2020

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