Abstract
Even though Intelligent Tutoring Systems (ITS) have been shown to help students learn, little research has investigated how a dashboard could help teachers help their students. In this paper, we explore how a dashboard prototype designed for an ITS affects teachers’ knowledge about their students, their classroom lesson plans and class sessions. We conducted a quasi-experimental classroom study with 5 middle school teachers and 8 classes. We found that the dashboard influences what teachers know about their students, which in turn influences the lesson plans they prepare, which then guides what teachers cover in a class session. We believe this is the first study that explores how a dashboard for an ITS affects teacher’s knowledge, decision-making and actions in the classroom.
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Acknowledgments
We thank all the teachers, schools and students who took part in our study, Gail Kusbit, Kenneth Holstein, the coders and graders for the project. NSF Award #1530726 supported this work.
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Xhakaj, F., Aleven, V., McLaren, B.M. (2017). Effects of a Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Plans and Class Sessions. In: André, E., Baker, R., Hu, X., Rodrigo, M., du Boulay, B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science(), vol 10331. Springer, Cham. https://doi.org/10.1007/978-3-319-61425-0_69
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DOI: https://doi.org/10.1007/978-3-319-61425-0_69
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