Evaluating the Efficacy of an Intelligent Tutoring System That Integrates Affective Supports Into Math Learning

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-08-29 DOI:10.1111/jcal.70106

Mingyu Feng, Natalie Brezack, Chunwei Huang, Yvonne Kao, Kelly Collins, Melissa Lee, Megan Schneider, Wynnie Chan

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引用次数: 0

Abstract

Background

Computer-assisted educational technologies that integrate affective supports into math practices could be particularly beneficial for addressing troubling declines in middle grade students' math achievement, affect, and motivation. MathSpring is a web-based intelligent tutor that offers personalised content, remedial tutoring, and affective support for students and diagnostic reports on students' progress and effort for teachers.

Objectives

This preregistered randomised control trial experiment sought to experimentally test the efficacy of the MathSpring platform in improving students' math achievement and dispositions towards math.

Methods

The final sample included 53 teachers and their 2003 10–12-year-old students from one U.S. state. Teachers were randomly assigned to either use MathSpring with their students (treatment condition) or continue business-as-usual math instruction (control condition) for one school year. Before and after the intervention, students' math achievement was measured with standardised math assessments and their dispositions towards math were measured with standardised surveys. Teachers completed logs, surveys, and interviews about their implementation.

Results and Conclusions

The results indicated that students in the treatment group did not show evidence of improved achievement, affect, or dispositions towards math compared with students who received business-as-usual math instruction. Still, exploratory analyses indicated that students with high usage demonstrated greater achievement than those in the business-as-usual group. Though no overall effects of this intervention were detected, educational technology interventions with affective supports still hold potential for improving students' academic and dispositional outcomes.

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评估将情感支持整合到数学学习中的智能辅导系统的效果

计算机辅助教育技术将情感支持整合到数学实践中，对于解决初中学生数学成绩、情感和动机的令人不安的下降尤其有益。MathSpring是一个基于网络的智能家教，为学生提供个性化的内容、补习辅导和情感支持，并为教师提供学生进步和努力的诊断报告。本预注册随机对照试验旨在通过实验测试MathSpring平台在提高学生数学成绩和数学倾向方面的功效。方法最终样本包括来自美国一个州的53名教师及其2003名10 - 12岁的学生。教师们被随机分配到与学生一起使用MathSpring（治疗组）或继续照常进行数学教学（对照组）一学年。在干预前后，采用标准化数学评估测量学生的数学成绩，并采用标准化调查测量学生的数学倾向。教师们完成了关于实施的日志、调查和访谈。结果与结论结果表明，与接受常规数学教学的学生相比，治疗组的学生没有表现出成绩、情感或数学倾向的改善。尽管如此，探索性分析表明，高使用率的学生比那些一切照旧的学生表现出更大的成就。虽然没有检测到这种干预的总体效果，但具有情感支持的教育技术干预仍然具有改善学生学业和性格结果的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope