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Abstract This study investigates the effectiveness of Intelligent Tutoring Systems (ITS) in supporting students with varying levels of programming experience. Through a mixed-methods research design, the study explores the impact of ITS on student performance, adaptability to different skill levels, and best practices for utilizing ITS in heterogeneous programming classrooms. The quantitative analysis reveals significant differences in the influence of ITS on improving programming skills, the usefulness of ITS feedback, and satisfaction levels with the interface based on students' programming experience levels. Advanced students show the most significant improvement in programming skills and find the feedback more valuable, while intermediate and advanced students report higher satisfaction with the ITS interface. The qualitative analysis highlights positive impacts on the learning process, challenges faced, and suggestions for improvement. This study contributes to the literature by emphasizing the importance of tailoring ITS interventions to meet the unique needs of students with varying levels of programming experience, offering insights for educators, curriculum developers, and educational technology designers.
Arthur William Fodouop Kouam (Mon,) studied this question.