Summary
This paper grew out of the difficulty of reviewing computer-based tutoring systems while working on a tutoring architecture. Instead of a narrow, formal review, we compiled a broad list of more than 140 tools that can be used to create tutoring systems, ranging from complete tutoring systems to low-level tools for preparing instructional materials.
From that list we propose a preliminary ontology of the dimensions on which these systems cohere or differ, such as the context in which they are used. The ontology is meant as a base for later, more complete reviews and as a reference when building systems.
The survey also led to some lessons about surveys themselves. Any such list is incomplete as soon as it is written, so it is not worth pursuing indefinitely; a maintained, “living” resource such as a wiki would serve stakeholders better. Substantively, tutoring tools cover a very wide range of dissimilar architectures and supplementary tools, and learner and stakeholder needs vary so much that no single system is likely to be adopted for all use cases.
Why it matters
The ontology and its dimensions can inform development, funding, and acquisition decisions about tutoring systems.
Citation
Ritter, F. E., Qin, M. Q., MacDougall, K., & Chae, C. (2023). Lessons from a broad survey of tutoring tools: It’s a big world out there. Interactive Learning Environments, 31(4), 2444–2451. https://doi.org/10.1080/10494820.2021.1890620
Indexed in: SSCI
Citation
@online{2023,
author = {},
title = {Lessons from a {Broad} {Survey} of {Tutoring} {Tools:} {It’s}
a {Big} {World} {Out} {There}},
date = {2023-05-19},
url = {https://chadchae.github.io/posts_publication/2023-05-19-lessons-broad-survey-tutoring-tools/lessons-broad-survey-tutoring-tools.html},
langid = {en}
}