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October 1, 2011Educational Psychologist

The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

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Authors

KVKurt VanLehnUniversity of Illinois Urbana-Champaign

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Implication

Review of experiments reveals intelligent tutoring systems achieve learning gains comparable to human tutors in students, challenging historical assumptions regarding interaction granularity.

Key Points

  • To evaluate and compare the instructional effectiveness of human tutoring, computer tutoring systems across varied interaction granularities, and non-tutored instruction.
  • Reviewed experimental studies comparing learning outcomes among human tutors, computer tutoring systems, and non-tutored control instruction covering the same educational content.
  • Categorized computer tutoring systems by interaction granularity into answer-based, step-based, and substep-based platforms.
  • Quantified instructional impact relative to non-tutored controls using standardized mean difference effect sizes (Cohen's d).
  • Human tutoring produced an effect size of d = 0.79 compared to non-tutored instruction, substantially below the previously assumed benchmark of d = 2.0.
  • Intelligent tutoring systems yielded an effect size of d = 0.76 compared to non-tutored instruction, demonstrating effectiveness nearly equivalent to human tutoring and challenging the assumed d = 1.0 benchmark.

Cite This Study

Kurt VanLehn (2011) studied this question.

synapsesocial.com/papers/69daa805a6045d71bfa3d807https://doi.org/10.1080/00461520.2011.611369
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