A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect

This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided t...

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Bibliographic Details
Published in:	International journal of artificial intelligence in education Vol. 24; no. 4; pp. 387 - 426
Main Authors:	Arroyo, Ivon, Woolf, Beverly Park, Burelson, Winslow, Muldner, Kasia, Rai, Dovan, Tai, Minghui
Format:	Journal Article
Language:	English
Published:	New York Springer New York 01-12-2014 Springer Springer Nature B.V
Subjects:	Academic Achievement Adaptive systems Artificial Intelligence Cognition Cognitive Processes Computer Science Computers and Education Educational Environment Educational Technology Grade 10 Grade 11 Grade 7 Grade 8 High School Students Individualized Instruction Intelligent Tutoring Systems Intervention Learner Engagement Learning Learning Processes Massachusetts Massachusetts Comprehensive Assessment System Mathematical analysis Mathematics education Mathematics Instruction Metacognition Middle School Students Multimedia Multimedia Instruction Outcomes of Education Psychological Patterns Research Article Scaffolding (Teaching Technique) Secondary School Mathematics Student Behavior Student Improvement Student Motivation Student Needs Students Teaching Methods Tutoring User Interfaces and Human Computer Interaction Massachusetts Cognition Mathematics education Affect Metacognition Intelligent tutoring
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Summary:	This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition , engagement, and affect , and we attribute this improvement to specific components and interventions that are inherently affective , cognitive , and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.
ISSN:	1560-4292 1560-4306
DOI:	10.1007/s40593-014-0023-y