%0 Journal Article %1 Mendicino08 %A Mendicino, Michael %A HeffernanM, Neil T. %D 2008 %K CAI intelligent systems tutoring %T Comparing the learning from intelligent tutoring systems, non-intelligent computer- based versions, and traditional classroom instruction. %X Some studies have shown that computer-assisted instructional systems (CAI) can be superior to traditional classroom instruction. Other studies have compared new “intelligent tutoring systems” (ITS) to classroom instruction, while many studies have compared intelligent tutoring systems to CAI-like controls. We are aware of no studies that have taken a single ITS and compared it to both: 1) classroom instruction and 2) CAI. In this study we compare these three (classroom instruction, CAI and ITS) using a newly developed ITS. We seek to quantify the value added of CAI over classroom instruction, versus the value-added of ITS on top of CAI. We found evidence that the ITS was much better than the classroom instruction but with an effect size of only 0.6. Our results in trying to calculate the value-added of the CAI over the classroom were mixed, with 2 studies showing effects but the third one not showing statistically reliable differences. The extra value-added of the ITS over CAI did seem to be robust across the three studies with an average 0.4 effect size.

@article{Mendicino08, abstract = {Some studies have shown that computer-assisted instructional systems (CAI) can be superior to traditional classroom instruction. Other studies have compared new “intelligent tutoring systems” (ITS) to classroom instruction, while many studies have compared intelligent tutoring systems to CAI-like controls. We are aware of no studies that have taken a single ITS and compared it to both: 1) classroom instruction and 2) CAI. In this study we compare these three (classroom instruction, CAI and ITS) using a newly developed ITS. We seek to quantify the value added of CAI over classroom instruction, versus the value-added of ITS on top of CAI. We found evidence that the ITS was much better than the classroom instruction but with an effect size of only 0.6. Our results in trying to calculate the value-added of the CAI over the classroom were mixed, with 2 studies showing effects but the third one not showing statistically reliable differences. The extra value-added of the ITS over CAI did seem to be robust across the three studies with an average 0.4 effect size.}, added-at = {2011-07-05T18:19:55.000+0200}, author = {Mendicino, Michael and HeffernanM, Neil T.}, biburl = {https://www.bibsonomy.org/bibtex/206e2962aa8fbe8fd126fcbd786254be8/jennymac}, description = {Comparing the learning from intelligent tutoring systems, non-intelligent computer- based versions, and traditional classroom instruction. - Google Scholar}, interhash = {86e3ef9d45e26d488dae509bfa8c3372}, intrahash = {06e2962aa8fbe8fd126fcbd786254be8}, keywords = {CAI intelligent systems tutoring}, timestamp = {2011-07-05T18:19:55.000+0200}, title = {Comparing the learning from intelligent tutoring systems, non-intelligent computer- based versions, and traditional classroom instruction.}, year = 2008 }