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2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT) (2014)
Athens, Greece
July 7, 2014 to July 10, 2014
ISBN: 978-1-4799-4038-7
pp: 99-103
A meta-analysis on the effectiveness of Intelligent Tutoring Systems (ITS) in computer science education compared the learning outcomes of ITS and non-ITS instruction. A search of the literature found 22 effect sizes (involving 1,447 participants) that met the pre-defined inclusion criteria. Although most of the ITS were used to teach programming, other topics such as database design and computer literacy were also represented. There was a significant overall effect size favoring the use of ITS. There was a significant advantage of ITS over teacher-led classroom instruction and non-ITS computer-based instruction. ITS were more effective than the instructional methods to which they were compared regardless of whether they modeled misconceptions and regardless of whether they were the primary means of instruction or were an integrated component of learning activities that included other means of instruction.
Artificial intelligence, Computational modeling, Programming profession, Adaptation models, Computer science education
John C. Nesbit, Olusola O. Adesope, Qing Liu, Wenting Ma, "How Effective are Intelligent Tutoring Systems in Computer Science Education?", 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT), vol. 00, no. , pp. 99-103, 2014, doi:10.1109/ICALT.2014.38
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