智能导师在成人学习中有效提升成绩，且知识可迁移。
Intelligent Tutors Beyond K-12: An Observational Study of Adult Learner Engagement and Academic Impact
- 观察成人自愿使用智能导师的行为模式
- 使用后课程成绩提升，技能掌握显著改善
- 适合想自主提升技能的在职成人学习者
智能导师在中小学教育中已被证明有效，但其对成人学习者（尤其是作为补充资源）的影响仍缺乏研究。本研究在州立技术学院对成人学习者使用新型导师系统Apprentice Tutors的情况进行观察分析，结合用户人口统计、成绩数据与导师交互记录，评估自愿使用导师是否带来可测量的学习成效。研究发现，导师使用存在显著时间规律，且在不同知识模块中均呈现学习进步。更重要的是，这种学习效果延伸至课堂考核，使用导师后的课程评估成绩明显提高。结果表明，智能导师对成人学习者同样有效，值得进一步探索其长期影响。
原文摘要 · Abstract (English)
Intelligent tutors have proven to be effective in K-12 education, though their impact on adult learners -- especially as a supplementary resource -- remains underexplored. Understanding how adults voluntarily engage with educational technologies can inform the design of tools that support skill re-learning and enhancement. More critically, it helps determine whether tutoring systems, which are typically built for K-12 learners, can also support adult populations. This study examines the adoption, usage patterns, and effectiveness of a novel tutoring system, Apprentice Tutors, among adult learners at a state technical college. We analyze three types of data including, user demographics, grades, and tutor interactions, to assess whether voluntary tutor usage translates into measurable learning gains. Our findings reveal key temporal patterns in tutor engagement and provide evidence of learning within tutors, as determined through skill improvement in knowledge components across tutors. We also found evidence that this learning transferred outside the tutor, as observed through higher course assessment scores following tutor usage. These results suggest that intelligent tutors are a viable tool for adult learners, warranting further research into their long-term impact on this population.
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