The Effects of Intelligent Tutoring Systems on Self-Regulated Learning: A Meta-Analysis

2026/07/11 by Kaiyu Zhang, Yi Zhou, Ying Zhou +2 · 1 voice
Computer Science · Psychology · #Cognitive Abilities and Testing #Innovative Teaching and Learning Methods #Intelligent Tutoring Systems and Adaptive Learning

paper · doi:10.1007/s10648-026-10199-4

crossref issued 2026/07/11 · crossref published 2026/07/11 · crossref published-online 2026/07/11 · openalex publication_date 2026/07/11 · crossref created 2026/07/11 · crossref deposited 2026/07/11 · crossref indexed 2026/07/11 · openalex created_date 2026/07/12 · openalex updated_date 2026/07/23 · crossref published-print 2026/12/01

Citations

• The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems
• Focus on Formative Feedback
• From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path
• Cognitive Tutors: Lessons Learned
• A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?

Discussions

• I'm excited about meta-analyses of how technology can promote self-regulated learning. I'd put my faith most in the process outcome analyses, which were based on only 16 studies and showed a smaller o [bsky, 1 points, 0 comments]