The effect of using the personalized Intelligent Tutoring System (ITS) on the progress motivation and academic self-efficacy of seventh grade students

Document Type : Original Article

Authors

1 Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.

2 Assistant Professor of Educational Sciences - Educational Technology Department of Educational Technology, Faculty of Psychology and Education Allameh Tabataba'i University

3 Associate Professor of Educational Technology, Faculty of Psychology and Educational, Allameh Tabatabai University, Tehran, Iran

Abstract

Background and Purpose: Academic achievement motivation and self-efficacy are two critical factors in students' academic success. Achievement motivation is the force that drives students to learn and achieve success, while self-efficacy strengthens their belief in their abilities. The present study aimed to investigate the effect of the Intelligent Personalized Tutoring System (ITS) on academic achievement motivation and self-efficacy of seventh grade students. Methodology: This study utilized a quasi-experimental method with a pretest-posttest control group design. The statistical population consisted of seventh-grade students from a selected school. Sampling was conducted using a random method, and 60 students were divided into experimental and control groups. Data collection tools included the standardized Academic Motivation questionnaires (1980, 1981), the Academic Self-Efficacy Questionnaire by Jinks and Morgan (1999). Results: Data analysis was conducted using covariance analysis (ANCOVA). The findings revealed that the use of ITS had a significant impact on increasing students' achievement motivation and academic self-efficacy. Students who utilized this system demonstrated a notable improvement in motivational and self-efficacy aspects compared to the control group. These findings align with educational theories, particularly Bandura’s self-efficacy theory, indicating that personalized instruction accompanied by immediate feedback can enhance students’ sense of competence and confidence. Conclusion: According to the results of this study, the use of smart tutoring system has a significant impact on students' motivation for academic achievement and academic self-efficacy. It is suggested that special attention be paid to providing constructive and personalized feedback, using gamification techniques, and creating interactive learning environments in the design and implementation of smart tutoring systems.

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