Children are spending more and more time learning with intelligent tutoring systems (ITSs), which aim to enhance children’s learning experiences and outcomes by recommending personalized learning materials according to individual learning progress and learning science theory. However, limited research has explored children’s experiences, perceptions, needs, and values of these systems. This study applied a child-centered approach to understand how children experience and perceive ITSs, and what kind of design they desire and need in these systems. To achieve this, we conducted a questionnaire and a three-week co-design workshop, based on the Collaborative Design Thinking approach, with 56 children aged 12–14 from a Chinese middle school. Our findings explored children’s current experiences and perceptions about ITSs and identified various desired design features expected by children, including involving students and teachers in the loop, providing both cognitive and affective scaffolding, conducting ethical data practices and open resources, enabling social and multimodal engagement, and offering personalized digital tutors with incentive mechanisms. The results provide crucial insights for designing ITSs to support children's learning autonomy and data autonomy in these systems, entailing multimodal and affective interactions beyond the current systems, and balancing parental engagement and teacher involvement with these systems.
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号