reviewnpj Science of LearningMay 14, 2025GOLD OA

A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education

ALAngélique LétourneauMDMarion Deslandes MartineauPCPatrick CharlandAKAlexander-John KarranJBJared Boasen

Université du Québec à Montréal · HEC Montréal · +1 more institution

PubMed
Indexed incrossrefdoajpubmed

Abstract

The use of artificial intelligence in education (AIEd) has grown exponentially in the last decade, particularly intelligent tutoring systems (ITSs). Despite the increased use of ITSs and their promise to improve learning, their real educational value remains unclear. This systematic review aims to identify the effects of ITSs on K-12 students' learning and performance and which experimental designs are currently used to evaluate them. The 28 studies analyzed in this systematic review included a total of 4597 students (N = 4597) and used quasi-experimental designs with varying intervention durations. Overall, our findings suggest that the effects of ITSs on learning and performance in K-12 education are…

Citation impact

80
total citations
FWCI
152.46
Percentile
100%
References
48
Citations per year

Authors

6

Topics & keywords

Topics
Keywords
  • Psychological intervention
  • Intervention (counseling)
  • Diversity (politics)
  • Computer science
  • Intelligent tutoring system
  • Systematic review
  • Artificial intelligence
  • Psychology
UN Sustainable Development Goals
  • Quality Education
No related works found for this paper.

Funding