Evaluating a Data-Driven Redesign Process for Intelligent Tutoring Systems

This chapter explores the evolution of data-driven hint generation for intelligent tutoring systems (ITS). The Hint Factory and Interaction Networks have enabled the generation of next-step hints, waypoints, and strategic subgoals from historical student data. Data-driven techniques have also enabled systems to find the right time to provide hints. We explore further potential data-driven adaptations for problem solving based on behavioral problem solving data and the integration of Large Language Models (LLMs).

Optimizing instructional policies in Intelligent Tutoring Systems (ITS) typically requires costly online experimentation or student simulators that may fail to capture real-world dynamics. This paper introduces an offline contextual bandit framework that learns new adaptive policies directly from logged interaction data. By mapping student-item interactions onto a continuous latent proficiency-difficulty scale using a Rasch model, we cast the tutoring process as a continuous stochastic bandit problem. We propose a novel reward function designed to optimize ''flow'' by balancing task challenge with student success. Our approach includes a round-specific behavior policy estimation that serves as both a propensity model for off-policy evaluation and a diagnostic tool for ITS adaptivity. We demonstrate the efficacy of this framework across four large-scale real-world datasets, achieving consistent policy improvements over the logged behavior policy. The results show that effective instructional policies can be learned and visualized within seconds of computation, providing a scalable path for improving adaptive learning systems without further data collection.

There exist numerous tutor training platforms. However, few provide AI-driven training and evaluation for human tutors based on real-life performance. We present an AI-driven system that assesses both open responses during training and authentic real-life tutoring. Unlike platforms that only assess learning through online training or simulations, our system utilizes Generative AI (Gemini-2.5-pro) to analyze transcriptions of authentic tutoring, measuring the transfer of tutor skills to real-life application. Human tutors instructing students remotely in math (N=86) completed six scenario-based lessons, averaging a significant 7.4% learning gain. Using mixed-effects models across 405 session-to-lesson pairs, we found that training performance significantly predicted real-life transcript scores with an effect size of 0.25 SD. Model comparison (AIC/BIC) indicated averaging open response and multiple choice performance during training predicted real-life tutor performance best, although open responses were comparatively more predictive. Exploratory analysis showed that after training, tutors were significantly more likely to encounter pedagogical opportunities to apply their skills (61.1% to 68.9%) and demonstrated higher execution quality within those opportunities (65.5% to 68.1%). Interrupted time series analysis suggested that these tutor improvements were part of a gradual trend over time rather than an immediate intervention effect of training. We illustrate an AI-driven method to link tutor training with real-life assessment. In doing so, we contribute open datasets, AI prompts, and scoring rubrics to support transparency and reproducibility.