Performance increases in mathematics during COVID-19 pandemic distance learning in Austria : evidence from an intelligent tutoring system for mathematics

Abstract

Background:

In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students’ performance within intelligent tutoring system—such as intelligent tutoring systems. Method:

In this study, we investigated the effect of school closures in Austria by evaluating data (n = 168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures. Results:

We found that students’ performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years. Conclusion:

Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.