The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems

VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221.

Type

Journal article

Intellectual base

Primary research

Year

2011

Link

https://doi.org/10.1080/00461520.2011.611369matched

Cited from

education_pedagogy

Cited by

2 citations across 2 artifacts.

Each citation links to the sentence it supports in the citing article.

Primes

• Mastery Learning
  • The pattern below — gating advancement on demonstrated competence with diagnostic-driven remediation — mirrors the architecture VanLehn (2011) shows is most predictive of effectiveness in step-based tutoring systems.

    This sourceMeta-analytic comparison establishing that step-based intelligent tutoring systems achieve effect sizes (~0.76) approaching those of human tutoring (~0.79); empirical basis for adaptive-platform ZPD operationalization claims.

• Zone of Proximal Development (ZPD)
  • … platforms — including Carnegie Learning's Cognitive Tutor, ALEKS, Khan Academy's mastery pathways, and Duolingo's adaptive curriculum — the ZPD provides theoretical grounding for algorithmic task selection, with VanLehn (2011) demonstrating tutoring-system effect sizes approaching human-tutor benchmarks;

    This sourceMeta-analytic comparison establishing that step-based intelligent tutoring systems achieve effect sizes (~0.76) approaching those of human tutoring (~0.79); empirical basis for adaptive-platform ZPD operationalization claims.

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