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A Mixed User-Centered Approach to Enable Augmented Intelligence in Intelligent Tutoring Systems: The Case of MathAIde app

Created by
  • Haebom

Author

Guilherme Guerino, Luiz Rodrigues, Luana Bianchini, Mariana Alves, Marcelo Marinho, Thomaz Veloso, Valmir Macario, Diego Dermeval, Thales Vieira, Ig Bittencourt, Seiji Isotani

Outline

This study explores integrating Augmented Intelligence (AuI) into an Intelligent Tutoring System (ITS) to address challenges in AI in Education (AIED)—teacher engagement, AI trustworthiness, and resource accessibility. The researchers present MathAIde, an ITS that uses computer vision and AI to grade and provide feedback on student math practice questions using images. MathAIde was designed through a collaborative process that included brainstorming with teachers, high-fidelity prototyping, A/B testing, and real-world case studies. The findings highlight the importance of a teacher-centered, user-centered approach, where teachers retain decision-making power while the AI suggests solutions. The findings demonstrate efficiency, ease of use, and adoptability, particularly in resource-constrained settings. This study advances AIED research by providing practical insights into ITS design that balances user needs with technical feasibility and demonstrating the effectiveness of a mixed-methodology, user-centered approach to implementing AuI in educational technology.

Takeaways, Limitations

Takeaways:
Empirically demonstrating the effectiveness of developing and applying an intelligent tutoring system (ITS) utilizing augmented intelligence (AuI).
Emphasize the importance of teacher-centered and user-centered design approaches.
Presenting the possibility of effective use of educational technology even in resource-constrained environments.
Contributing to the advancement of AIED research through a mixed methodological, user-centered approach.
To verify the efficiency, usability, and adoptability of the MathAIde system.
Limitations:
Further research is needed to determine generalizability due to limitations in the study subjects and scope.
Further follow-up studies are needed to determine long-term effects and impacts.
The applicability of the system to various types of mathematical problems and learning levels needs to be verified.
A deeper examination of AI trustworthiness and bias issues is needed.
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