Impact of an Intelligent Tutoring Systems (ITS) Program on University Students’ Reading Comprehension and Metacomprehension
Autores/as
Elizabeth Montenegro
Universidad Politécnica Salesiana
[email protected] https://orcid.org/0000-0002-5610-8163Natalia Irrazabal
CONICET- Universidad de Palermo
[email protected] https://orcid.org/0000-0002-4940-516XDetalles
Publicado
Resumen
Reading comprehension and metacomprehension strategies pose a persistent challenge in higher education; consequently, Intelligent Tutoring Systems (ITS) have been developed to help students optimize both skills. This study assessed the impact of an ITS program, delivered with and without instructor support, against a control group using a pretest–postest experimental design to measure comprehension and metacomprehension. Participants who engaged with the ITS exhibited significant improvements in metacomprehension, whereas only those who received human tutoring showed superior gains in reading comprehension. These results suggest that, although ITS training alone enhances metacomprehension, the presence of a human tutor is critical for converting those gains into improved text comprehension.
Palabras clave
Cómo citar
Descargas
Métricas
Citas
Arner, T., McCarthy, K. S., & McNamara, D. S. (2021). iSTART StairStepper—Using comprehension strategy training to game the test. Computers, 10(4), 48. https://doi.org/10.3390/computers10040048
Atun H. (2020). Intelligent tutoring systems (ITS) to improve reading comprehension: a systematic review. Journal of Teacher Education and Lifelong Learning, 2(2), 77-89. https://dergipark.org.tr/tr/download/article-file/1166467
Ayuso-del Puerto, D., & Gutiérrez-Esteban, P. (2022). La inteligencia artificial como recurso educativo durante la formación inicial del profesorado. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 347-362. https://doi.org/10.5944/ried.25.2.32332
Azevedo, R., Bouchet, F., Duffy, M., Harley, J., Taub, M., Trevors, G., Cloude, E., Dever, D., Wiedbusch, M., Wortha, F., & Cerezo, R. (2022). Lessons learned and future directions of MetaTutor: Leveraging multichannel data to scaffold self-regulated learning with an intelligent tutoring system. Frontiers in Psychology, 13, 813632. https://doi.org/10.3389/fpsyg.2022.813632
Baker, L. (2016). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. En K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 1–33). Christopher-Gordon Publishers. https://r.issu.edu.do/Nwn
Balla-Paguay, H. S., Parra-Rodríguez, N. M., Plaza-Escandón, H. D., & Cueva-Martínez, D. L. (2022). Aplicaciones digitales como herramienta de aprendizaje de la Contabilidad Básica en la Unidad Educativa Monseñor Juan Wiesneth. Prohominum,4(2), 349-361. https://doi.org/10.47606/ACVEN/PH0125
Barandica Sabalza, E. E. (2023). Metacognitive strategies and critical thinking in English learning: A systematic review in Scopus, Dialnet, and Redalyc databases. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 857-876. https://doi.org/10.37811/cl_rcm.v7i2.5371
Bernardo Zárate, C. E., Rivera Rojas, C. N., Montes Yacsahuache, A. E., & Mancilla Curi, B. S. (2021). Tutoring and Training of University Students. Revista Iberoamericana de Educación, 4(3). https://doi.org/10.31876/ie.v4i3.67
Bouknify, M. (2023). Importance of metacognitive strategies in enhancing reading comprehension skills. Journal of Education in Black Sea Region, 8(2), 41-51. https://doi.org/10.31578/jebs.v8i2.291
Buckingham, D. (2015). Defining digital literacy – What do young people need to know about digital media? Nordic Journal of Digital Literacy, 1(4), 21-34. https://doi.org/10.18261/ISSN1891-943X-2006-04-03
Burin, D., Kahan, E., Irrazabal, N., & Saux, G. (2010). Procesos cognitivos en la comprensión de hipertexto: Papel de la estructura del hipertexto, de la memoria de trabajo, y del conocimiento previo. En Actas Congreso Iberoamericano de Educación (pp. 1-12).
Carretti, B., Caldarola, N., Tencati, C., & Cornoldi, C. (2014). Improving reading comprehension in reading and listening settings: the effect of two training programmes focusing on metacognition and working memory. The British Journal of Educational Psychology, 84(2), 194–210. https://doi.org/10.1111/bjep.12022
Castaño-Roldán, J. D., & Correa, D. (2021). Critical Reading with Undergraduate EFL Students in Colombia: Gains and Challenges. Profile: Issues in Teachers’ Professional Development, 23(2), 35-50. https://doi.org/10.15446/profile.v23n2.89034
Cerezo, R., Esteban, M., Vallejo, G., Sanchez-Santillan, M., & Nuñez, J. C. (2020). Differential efficacy of an intelligent tutoring system for university students: a case study with learning disabilities. Sustainability, 12(21), 9184. https://doi.org/10.3390/su12219184
Choi, E., Kim, J., & Park, N. (2023). An analysis of the demonstration of five-year-long creative ICT education based on a hyper-blended practical model in the era of intelligent information technologies. Applied Sciences, 13(17), 9718. https://doi.org/10.3390/app13179718
Clinton-Lisell, V., Taylor, T., Carlson, S. E., Davison, M. L., & Seipel, B. (2022). Performance on reading comprehension assessments and college achievement: A meta-analysis. Journal of College Reading and Learning, 52(3), 191-211. https://doi.org/10.1080/10790195.2022.2062626
D’Mello, S. K., & Graesser, A. (2023). Intelligent tutoring systems: How computers achieve learning gains that rival human tutors. In Handbook of Educational Psychology (pp. 603-629). Routledge. https://r.issu.edu.do/vEv
Guerra García, J., & Guevara Benítez, Y. (2013). Validación de un instrumento para medir comprensión lectora en alumnos universitarios mexicanos. Enseñanza e Investigación en Psicología, 18(2), 277-291. https://r.issu.edu.do/c8r
Guo, L., Wang, D., Gu, F., Li, Y., Wang, Y., & Zhou, R. (2021). Evolution and trends in intelligent tutoring systems research: a multidisciplinary and scientometric view. Asia Pacific Education Review, 22, 441-461. https://doi.org/10.1007/s12564-021-09697-7
Hollander, J., Sabatini, J., & Graesser, A. (2022). How Item and Learner Characteristics Matter in Intelligent Tutoring Systems Data. In Rodrigo, M. M., Matsuda, N., Cristea, A.I., & Dimitrova, V. (Eds.), AIED 2022 – 23rd International Conference on Artificial Intelligence in Education (13356, pp. 520–523). Springer.
Juhanak, L., Jurik, V., Dostalova, N., & Jurikova, Z. (2025). Exploring the effects of metacognitive prompts on learning outcomes: An experimental study in higher education. Australasian Journal of Educational Technology, 41(1), 42–59. https://doi.org/10.14742/ajet.9486
Kalbfleisch, E., Schmitt, E., & Zipoli, R. P. (2021). Empirical insights into college students’ academic reading comprehension in the United States. Journal of College Reading and Learning, 51(3), 225-245. https://doi.org/10.1080/10790195.2020.1867669
Kendeou, P., van den Broek, P., White, M., & Lynch, J. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778. https://doi.org/10.1037/a0015956
Khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of teaching metacognitive reading strategies on reading comprehension of engineering students. Sage Open, 12(4). https://doi.org/10.1177/21582440221138069
Lin, C. C., Huang, A. Y., & Lu, O. H. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: a systematic review. Smart Learning Environments, 10, 41. https://doi.org/10.1186/s40561-023-00260-y
Lin, J., Singh, S., Sha, L., Tan, W., Lang, D., Gasevic, D., & Chen, G. (2022). Is it a good move? Mining effective tutoring strategies from human–human tutorial dialogues. Future Generation Computer Systems, 127, 194-207. http://doi.org/10.1016/j.future.2021.09.001
McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (2018). Metacognitive overload! Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 28, 420-438. https://doi.org/10.1007/s40593-018-0164-5
Mousavinasab, E., Zarifsanaiey, N., R. Niakan Kalhori, S., Rakhshan, M., Keikha, L., & Ghazi Saeedi, M. (2018). Intelligent tutoring systems: a systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1), 142-163. https://doi.org/10.1080/10494820.2018.1558257
Nickow, A., Oreopoulos, P., & Quan, V. (2020). The impressive effects of tutoring on PreK–12 learning: A systematic review and meta-analysis of the experimental evidence (NBER Working Paper No. 27476). National Bureau of Economic Research. https://doi.org/10.3386/w27476
Pérez-Burriel, M., Serra, L., & Fernández-Peña, R. (2024). How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education. Reflective Practice, 25(4), 467-483. https://doi.org/10.1080/14623943.2024.2325413
Phillips, A., Pane, J. F., Reumann-Moore, R., & Shenbanjo, O. (2020). Implementing an adaptive intelligent tutoring system as an instructional supplement. Educational Technology Research and Development, 68, 1409-1437. https://doi.org/10.1007/s11423-020-09745-w
Piovano, S., Irrazabal, N., & Burin, D. I. (2018). Comprensión de textos expositivos académicos en e-book Reader y en papel: influencia del conocimiento previo de dominio y la aptitud verbal. Ciencias Psicológicas, 12(2), 177-185. https://doi.org/10.22235/cp.v12i2.1680
Puntambekar, S. (2022). Distributed scaffolding: Scaffolding students in classroom environments. Educational Psychology Review, 34, 451-472. https://doi.org/10.1007/s10648-021-09636-3
Ramirez-Altamirano, E. B., Salvatierra Melgar, A., Yauris-Polo, W. C., Guillen-Cuba, S., Huamanquispe-Apaza, C., & Lima-Roman, P. (2023). Metacognition as a Reading Strategy in Incoming University Students. Human Review. International Humanities Review / Revista Internacional de Humanidades, 21(2), 245–258. https://doi.org/10.37467/revhuman.v21.5052
Ruiz Domínguez, M. Á., & Area Moreira, M. A. (2022). Herramientas online para el desarrollo de la competencia digital del alumnado universitario. Profesorado, Revista de Currículum y Formación del Profesorado, 26(2), 55-73. https://doi.org/10.30827/profesorado.v26i2.21229
Sá, M. J., & Serpa, S. (2020). COVID-19 and the promotion of digital competences in education. Universal Journal of Educational Research, 8(10), 4520-4528.
https://doi.org/10.13189/ujer.2020.081020
Sancho Gil, J. M., Ornellas, A., & Arrazola Carballo, J. (2018). La situación cambiante de la universidad en la era digital. RIED-Revista Iberoamericana de Educación a Distancia, 21(2), 31-49. https://doi.org/10.5944/ried.21.2.20673
Serrano, M. M., O’Brien, M., Roberts, K., & Whyte, D. (2018). Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning. Active Learning in Higher Education, 19(1), 9-21. https://doi.org/10.1177/1469787417723244
Shafiee Rad, H. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1), 23. https://doi.org/10.1186/s40561-025-00377-2
Uculmana Cabrejos, D. A., & Fernández Martínez, C. A. (2025). Metacognitive strategies in academic reading: University students’ perceptions from a phenomenological approach. Horizontes. Journal of Research in Educational Sciences, 9(37), 1214-1223. https://doi.org/10.33996/revistahorizontes.v9i37.979
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221. https://doi.org/10.1080/00461520.2011.611369
Vidal-Abarca, E., Gilabert, R., Ferrer, A., Ávila, V., Martínez, T., Mañá, A., Llorens, A.-C., Gil, L., Cerdán, R., Ramos, L., & Serrano, M.-Á. (2014). TuinLEC, an intelligent tutoring system to improve reading literacy skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development: Infancia y Aprendizaje, 37(1), 25-56. https://doi.org/10.1080/02103702.2014.881657
Wang, H., Tlili, A., Huang, R., Cai, Z., Li, M., Cheng, Z., Yang, D., Li, M., & Fei, C. (2023). Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Education and Information Technologies, 28, 9113-9148. https://doi.org/10.1007/s10639-022-11555-x
Wong, F., & Matalinares, M. (2011). Estrategias de metacomprensión lectora y estilos de aprendizaje en estudiantes universitarios. Revista de Investigación en Psicología, 14(1), 235 - 260. https://doi.org/10.15381/rinvp.v14i1.2085
Xu, Z., Wijekumar, K., Ramirez, G., Hu, X., & Irey, R. (2019). The effectiveness of intelligent tutoring systems on K-12 students’ reading comprehension: A meta-analysis. British Journal of Educational Technology, 50(6), 3119-3137. https://doi.org/10.1111/bjet.12758
Zarzosa Escobedo, L. (2004). Programa de cómputo para el desarrollo de la lectura estratégica en estudiantes universitarios. Universidades, 27, 39-51. https://r.issu.edu.do/8Fu
Zhou, L., Shafique, H. M., & Ahmad, K. (2025). The development and implementation of strategies for promoting cultural literacy among university students in the digital environment. Information Development, 0(0). https://doi.org/10.1177/02666669251314835
Sección
Licencia
Derechos de autor 2025 Elizabeth Montenegro, Natalia Irrazabal, Fernando Tonini
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.