A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education
npj Science of Learning, no 10, 14 mai 2025, Patrick Charland
Patrick Charland, titulaire de la Chaire UNESCO de développement curriculaire (CUDC), a participé à la rédaction de l’article « A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education ».
Résumé
The use of artificial intelligence in education (AIEd) has grown exponentially in the last decade, particularly intelligent tutoring systems (ITSs). Despite the increased use of ITSs and their promise to improve learning, their real educational value remains unclear. This systematic review aims to identify the effects of ITSs on K-12 students’ learning and performance and which experimental designs are currently used to evaluate them. The 28 studies analyzed in this systematic review included a total of 4597 students (N = 4597) and used quasi-experimental designs with varying intervention durations. Overall, our findings suggest that the effects of ITSs on learning and performance in K-12 education are generally positive but are found to be mitigated when compared to non-intelligent tutoring systems. However, additional research with longer interventions and increased sample sizes with greater diversity is warranted. Additionally, the ethical implications of using AI for teaching should be investigated.
Auteurs-trices
Patrick Charland, Cotitulaire, Chaire UNESCO de développement curriculaireProduit par
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