Abstract
Multiple studies have been conducted on Project LISTEN, an intelligent tutoring system (ITS) used to analyze educational learning through case analysis of students' interactions with ITS. Studies have defined the phenomenon by exploring ‘what happens when/if’ questions and analyzing these in the context of the specified phenomenon occurrence. While ITS often focus on student decisions regarding when and how to use the system's resources, we suggest further analysis and monitoring are needed to get the best results from these systems. In this study, we argue that boys interact differently with ITS than girls. This finding is evident in results from both the Bayesian Knowledge Tracing and Learning Curve Analysis models.
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