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The contribution of expertise to tutoring effectiveness is unclear and continues to be debated. We conducted a 9-week learning efficacy study of an intelligent tutoring system (ITS) for biology modeled on expert human tutors with two control conditions: human tutors who were experts in the domain but not in tutoring and a no-tutoring condition. All conditions were supplemental to classroom instruction, and students took learning tests immediately before and after tutoring sessions as well as delayed tests 1–2 weeks later. Analysis using logistic mixed-effects modeling indicates significant positive effects on the immediate post-test for the ITS ( \(d = .71\) ) and human tutors ( \(d = .66\) ) which are in the 99th percentile of meta-analytic effects, as well as significant positive effects on the delayed post-test for the ITS ( \(d = .36\) ) and human tutors ( \(d = .39\) ). We discuss implications for the role of expertise in tutoring and the design of future studies.

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Efficacy of a Computer Tutor that Models Expert Human Tutors

  • 会议论文

  • 发表日期：

    2025年

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  • Andrew M. Olney,
  • Sidney K. D’Mello,
  • Natalie Person,
  • Whitney Cade,
  • Patrick Hays,
  • Claire W. Dempsey,
  • Blair Lehman,
  • Betsy Williams,
  • Art Graesser

摘要

The contribution of expertise to tutoring effectiveness is unclear and continues to be debated. We conducted a 9-week learning efficacy study of an intelligent tutoring system (ITS) for biology modeled on expert human tutors with two control conditions: human tutors who were experts in the domain but not in tutoring and a no-tutoring condition. All conditions were supplemental to classroom instruction, and students took learning tests immediately before and after tutoring sessions as well as delayed tests 1–2 weeks later. Analysis using logistic mixed-effects modeling indicates significant positive effects on the immediate post-test for the ITS ( \(d = .71\) ) and human tutors ( \(d = .66\) ) which are in the 99th percentile of meta-analytic effects, as well as significant positive effects on the delayed post-test for the ITS ( \(d = .36\) ) and human tutors ( \(d = .39\) ). We discuss implications for the role of expertise in tutoring and the design of future studies.