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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 the integration of Augmented Intelligence (AuI) into an Intelligent Tutoring System (ITS) to address challenges in the field of Artificial Intelligence in Education (AIED), such as teacher engagement, AI reliability, 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. The system was designed through a collaborative process involving brainstorming with teachers, high-fidelity prototyping, A/B testing, and real-world case studies. The findings highlight the importance of a teacher-centered and user-centered approach, where AI suggests solutions while teachers retain decision-making authority. The findings demonstrate effectiveness, usability, and classroom adaptability, particularly in resource-constrained settings. This study provides practical insights into ITS design that balances user needs with technical feasibility, advancing AIED research by demonstrating the effectiveness of a mixed-methodology, user-centered approach to implementing AuI in educational technology.

Takeaways, Limitations

Takeaways:
Presenting the practical possibility of developing an intelligent tutoring system (ITS) utilizing augmented intelligence (AuI).
Emphasizes the importance of a teacher-centered and user-centered approach.
Demonstrates the potential for efficient and usable ITS development even in resource-poor environments.
Contributing to the advancement of AIED research through a mixed methodological user-centered approach.
Limitations:
Further research is needed on the generalizability of the MathAIde system.
There is a need to evaluate the performance of the system on various types of mathematical problems.
Further research is needed on the long-term effectiveness and impact of system use.
Limits the generalizability of research findings to specific cultural contexts.
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