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The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students with Learning Disabilities or Difficulties

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Τίτλος: The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students with Learning Disabilities or Difficulties
Γλώσσα: English
Συγγραφείς: Xuan Yang (ORCID 0000-0002-6218-8331), Yan Ping Xin (ORCID 0000-0002-0035-9203)
Πηγή: Learning Disability Quarterly. 2026 49(2):98-111.
Διαθεσιμότητα: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Ημερομηνία έκδοσης: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 080500689
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Intelligent Tutoring Systems, Problem Solving, Students with Disabilities, Learning Disabilities, Learning Problems, Word Problems (Mathematics), Mathematics Instruction, Program Effectiveness, Computer Managed Instruction, Elementary School Students, Grade 4
DOI: 10.1177/07319487261423553
ISSN: 0731-9487
2168-376X
Περίληψη: Educational laws and current standards emphasize fostering conceptual understanding in problem-solving, as well as cultivating higher-order thinking and reasoning skills, with the ultimate goal of developing independent mathematical thinkers. The purpose of this study, conducted at a Midwest U.S. elementary school, was to explore the impact of the Please Go Bring Me-COnceptual Model-based Problem-Solving intelligent tutor on word problem-solving skills and multiplicative concept development of students with learning disabilities or difficulties in mathematics. The multiple-probe across-participants design was used to explore the functional relationship between the intervention program and students' problem-solving skills and the development of conceptual knowledge. Concept development was measured by the levels of independence in solving problems provided by the intelligent tutor. Results showed that the tutoring system was effective in promoting students' critical thinking and word problem-solving performance. It seems that features, such as the guided discovery strategy embedded in the tutoring system may have contributed to students' development as an independent problem solver.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1501922
Βάση Δεδομένων: ERIC
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  Data: The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students with Learning Disabilities or Difficulties
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  Data: <searchLink fieldCode="AR" term="%22Xuan+Yang%22">Xuan Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6218-8331">0000-0002-6218-8331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yan+Ping+Xin%22">Yan Ping Xin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0035-9203">0000-0002-0035-9203</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disability+Quarterly%22"><i>Learning Disability Quarterly</i></searchLink>. 2026 49(2):98-111.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Managed+Instruction%22">Computer Managed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink>
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  Data: Educational laws and current standards emphasize fostering conceptual understanding in problem-solving, as well as cultivating higher-order thinking and reasoning skills, with the ultimate goal of developing independent mathematical thinkers. The purpose of this study, conducted at a Midwest U.S. elementary school, was to explore the impact of the Please Go Bring Me-COnceptual Model-based Problem-Solving intelligent tutor on word problem-solving skills and multiplicative concept development of students with learning disabilities or difficulties in mathematics. The multiple-probe across-participants design was used to explore the functional relationship between the intervention program and students' problem-solving skills and the development of conceptual knowledge. Concept development was measured by the levels of independence in solving problems provided by the intelligent tutor. Results showed that the tutoring system was effective in promoting students' critical thinking and word problem-solving performance. It seems that features, such as the guided discovery strategy embedded in the tutoring system may have contributed to students' development as an independent problem solver.
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        Value: 10.1177/07319487261423553
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      – Text: English
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      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Learning Problems
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      – SubjectFull: Computer Managed Instruction
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 4
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