How do the patterns of Intelligent Tutoring Systems use vary by school socioeconomic status?

This mixed methods study examines how usage and effectiveness of the MathsPathway intelligent tutoring system (ITS) platform varies across Australian schools of differing socioeconomic status (SES).

Quantitative analysis of platform usage metrics for 71,000 students from 333 schools is combined with qualitative data exploring barriers and strategies for effective ITS implementation in schools of varying SES.

This study comprises three phases to investigate the relationship between school socioeconomic status (SES), student academic progress, and usage patterns within the MathsPathway platform.

Initially, multilevel structural equation modeling will address RQ1, examining the influence of SES on academic progress while controlling for other school-level variables.

RQ2 will employ multilevel mixture modeling to categorize student usage typologies and assess the impact of ITS platform engagement on academic success.

Subsequently, a qualitative phase (RQ3 and RQ4) will involve document analysis, class observation, and interviews with stakeholders to elucidate the mechanisms behind quantitative findings.

Thematic analysis of interview data will inform strategies for addressing barriers to ITS implementation in diverse SES schools. This study is motivated by the inconclusive evidence of the impacts of widespread ITS adoption on educational equity.

Results will inform practice and policy on implementing educational technology and ITS within schools at scale, to address socioeconomic education achievement gaps.