Evaluating a Data-Driven Redesign Process for Intelligent Tutoring Systems

ArXi:2603.29094v1 Announce Type: cross Past research has defined a general process for the data-driven redesign of educational technologies and has shown that in carefully-selected instances, this process can help make systems effective. In the current work, we test the generality of the approach by applying it to four units of a middle-school mathematics intelligent tutoring system that were selected not based on suitability for redesign, as in previous work, but on topic. We tested whether the redesigned system was effective than the original in a classroom study with 123 students.