Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2023-06-01 DOI:10.1016/j.tine.2023.100203

Markus Wolfgang Hermann Spitzer , Korbinian Moeller

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引用次数: 4

Abstract

Background

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.

Method

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.

Results

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.

Conclusion

Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.

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奥地利在COVID-19大流行期间远程学习数学成绩的提高:来自智能数学辅导系统的证据

背景2020年，新冠肺炎大流行期间学校关闭，迫使世界各地的学生迅速将他们的学习方式从住院改为远程学习。然而，到目前为止，只有少数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。方法在这项研究中，我们通过评估来自智能数学辅导系统的数据（n=168名学生）来调查奥地利学校关闭的影响，该系统是学生在学校关闭前和关闭期间使用的。结果我们发现，与往年同期相比，在学校关闭期间，学生在智能辅导系统中的数学成绩有所提高。结论我们的研究结果表明，在奥地利学校关闭期间，智能辅导系统是继续教育和维持学生学习的宝贵工具。

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