04-001-US The Future of Learning (Part 1)

time to master the learning material and showed higher satisfaction with the learning process.

This study provides a comprehensive review of research on intelligent tutoring systems and shows that ITSs can be more e ff ective than traditional teaching methods in many cases. ____________ Kulik, J. A., & Fletcher, J. D. (2016). E ff ectiveness of intelligent tutoring systems: a meta-analytic review. Review of Educational Research, 86(1), 42-78. Designing adaptive feedback for conceptual mathematical problem-solving. In this study, Walkington et al. investigated the e ff ectiveness of AI-assisted adaptive feedback in improving conceptual mathematical problem solving. The study focused on developing a system to provide personalized feedback based on students' individual approaches to solving mathematics problems. The participants in the study were high school students who had to solve various tasks in the areas of algebra and geometry. The system analyzed the students' approaches to solving the problems and generated adaptive feedback to help them identify and correct errors or misunderstandings. The results of the study showed that students who used the AI-powered adaptive feedback system showed significant improvement in their problem-solving skills and understanding of the underlying mathematical concepts. This study demonstrates the potential benefits of AI-powered adaptive learning systems, particularly in teaching math skills and concepts. Adaptive feedback can help provide students with targeted support tailored to their individual needs and abilities. _______________ Walkington, C., Woods, D., Shelton, A., & Nathan, M. J. (2017). Designing adaptive feedback for conceptual mathematical problem-solving. In Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1290-1295).

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