Student success in intelligent tutoring systems: An assessment of key factors

Artificial Intelligence based Intelligent Tutoring Systems (ITS) have been used to help high school students better prepare for college level mathematics. The purpose of this study is to determine which factors positively influence student outcomes on the college mathematical placement exam for students assigned to work on the Assessment and Learning in Knowledge Spaces (ALEKS) ITS modules. Seventy three students from three U.S. high schools participated in the study. Students’ exam scores, time spent logged into modules, their teacher, and module mastery scores (pre and post module completion) were compared statistically to test for significant differences. A multiple linear regression was used to determine factors that influenced growth on the ALEKS Mathematics Placement Exam. The significant factors that influenced student outcomes on the ALEKS Mathematics Placement exam were the amount of time spent taking the exam and the number of modules mastered. These results show that schools who emphasize these factors could use AI / ITS in current courses to help students avoid developmental mathematics courses and directly register for college level mathematics courses upon entering college.