Implementing an adaptive intelligent tutoring system as an instructional supplement
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Implementing an adaptive intelligent tutoring system as an instructional supplement Andrea Phillips1 · John F. Pane1 · Rebecca Reumann‑Moore2 · Oluwatosin Shenbanjo2
© Association for Educational Communications and Technology 2020
Abstract Evidence is emerging that technology-based curricula and adaptive learning systems can personalize students’ learning experiences and facilitate development of mathematical skills. Yet, evidence of efficacy in rigorous studies for these blended instructional models is mixed. These studies highlight challenges implementing the systems in classrooms, which may contribute to a lack of consistently positive effects on student learning. This article extends the literature by closely examining implementation models and dosage levels for a supplemental software, two gaps in existing research. It also investigates adherence to the core components of the software, and extent to which the supplement enabled personalized instruction. The study was conducted in 40 algebra I classes in an urban school district. Sixty-two percent of classes implemented models that integrated instructional modalities. There was mixed adherence to core components of the software in classes that used it. In the vast majority of classes (94%), software did not enable personalized instruction. Software and the existing curricula were largely independent and did not inform each other. Only one class implemented an integrated instructional model, adhered to the core design components of the software, and demonstrated high levels of personalized instruction. Findings identify implementation barriers and offer suggestions for future implementations and studies of technology-enabled personalization. Keywords Adaptive learning software · Blended learning · Implementation measurement · Educational technology · Personalized instruction · Dosage · Quality
* Andrea Phillips [email protected] John F. Pane [email protected] Rebecca Reumann‑Moore [email protected] Oluwatosin Shenbanjo [email protected] 1
RAND Corporation, Santa Monica, CA, USA
2
Research for Action, Philadelphia, PA, USA
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A. Phillips et al.
Introduction Blended learning is an instructional model that combines teacher instruction with online or digital learning. It can also help to enable more personalized approaches by freeing some of the teacher’s time, which otherwise would have been used to provide wholeclass instruction, so they can focus on individual students while other students are using technology (Pane et al. 2017). Some empirical evidence suggests that technologybased curricula can help personalize students’ learning experiences and facilitate the development of mathematical skills (Koedinger et al. 2000; Ritter et al. 2007; Schacter 1999; Wenglinsky 1998). A meta-analysis conducted by Means et al. (2010) estimated that interventions combining online and face-to-face instruction in a blended-learning approach appeared to produce more positive effects than either online or face-to-face instruct
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