A Systematic Review of Literature on the Effectiveness of Intelligent Tutoring Systems in STEM
A Systematic Review of Literature on the Effectiveness of Intelligent Tutoring Systems in STEM
复制标题
STEM智能辅导系统有效性文献的系统回顾
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Dominic Kao
中科院分区：
文献类型：
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作者：
Shi Feng;Alejandra J. Magana;Dominic Kao
智能辅导系统 (ITS) 已被证明是帮助学生学习 STEM 科目的有用学习辅助工具。以往对ITS的研究往往集中在系统的开发方面，例如系统设计、编程架构和对话动作。在这篇系统性文献综述中，我们重点关注 STEM 领域内 ITS 的教学方面。具体来说，我们确定了所实施的脚手架方法以及 ITS 实施的学习理论基础。具体的研究问题是：（1）什么类型的知识（即概念学习、问题解决和模型构建）是通过 STEM 领域内的 ITS 提供的？ (2) 使用什么教学法或脚手架方法来指导 ITS 学习体验？ （3）ITS学习的研究设计和具体学习成果有何特点？进行系统文献综述的步骤是：(1) 确定范围和研究问题，(2) 定义文献的纳入和排除搜索标准，(3) 对课堂研究中使用 ITS 进行 STEM 的文献来源进行分类和编目。最终数据集共有 22 篇符合我们标准的论文组成。我们发现，缺乏关于使用 ITS 改善三种主要学习模式（概念学习、问题解决和模型构建）有效性的细粒度研究，特别是在 STEM 领域。此外，我们建议对ITS和其他学习技术辅助工具进行的研究应强调利用成熟的学习理论和教学支架方法，以便STEM教育工作者更容易使用ITS，向学生介绍ITS，以更好地学习STEM学科。
Intelligent tutoring systems (ITS) have shown to be useful learning aids for helping students learn STEM subjects. Previous studies on ITS tend to focus on developmental aspects of the system, such as system design, programming architecture, and dialogue moves. In this systemic literature review, we focus on pedagogical aspects of ITS within STEM domains. Specifically, we identified the implemented scaffolding approach and the grounding on learning theories of ITS implementations. Specific research questions were: (1) what types of knowledge (i.e., conceptual learning, problem-solving, and model building) are delivered via an ITS within STEM domains? (2) what pedagogies or scaffolding methods are used to guide the ITS learning experiences? (3) what are the characteristics of the research designs and specific learning outcomes when learning with the ITS? The steps followed for performing this systematic literature review were: (1) identifying the scope and research questions, (2) defining the inclusion and exclusion search criteria of literature, and (3) classifying and cataloging the literature sources that use ITS for STEM in classroom research. The final data set is comprised of a total of 22 papers that meet our criteria. We found a lack of fine-grained research on the effectiveness of using ITS to improve the three major learning modes: conceptual learning, problem-solving, and model building, particularly in STEM domains. In addition, we recommend that research conducted on ITS and other learning technology aids should emphasize the utilization of well-established learning theories and pedagogical scaffolding methods so that ITS will be more accessible to STEM educators for introducing ITS to their students to better learn STEM subjects.