Department of Psychology, Martin-Luther University Halle-Wittenberg, Halle, Germany; Department of Psychology, University of Basel, 4055 Basel, Switzerland.
Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom; Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany; LEAD Graduate School and Research Network, University of Tuebingen, Germany.
Trends Neurosci Educ. 2023 Jun;31:100203. doi: 10.1016/j.tine.2023.100203. Epub 2023 May 3.
In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students' performance within intelligent tutoring system-such as intelligent tutoring systems.
In this study, we investigated the effect of school closures in Austria by evaluating data (n = 168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures.
We found that students' performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years.
Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.
2020 年，COVID-19 大流行期间的学校关闭迫使全世界的学生迅速将学习方式从面授改为远程学习。然而，到目前为止，只有少数几个国家的有限数量的研究调查了学校关闭是否会影响学生在智能辅导系统（如智能辅导系统）中的表现。
在这项研究中，我们通过评估来自奥地利的一个智能辅导系统的学习数学的数据（n=168 名学生）来研究学校关闭的影响，学生在学校关闭前和期间使用该系统。
我们发现，与前几年同期相比，学生在学校关闭期间在智能辅导系统中的数学表现有所提高。
我们的研究结果表明，在奥地利，智能辅导系统是继续教育和维持学生学习的宝贵工具。
