Systematic literature review of STEM self-study related ITSs

Abstract

A simulator-based Intelligent Tutoring System (ITS) is a computer system that is made to provide students with a learning experience that is both customizable to a student’s needs (e.g., level of expertise, pace) and includes simulation, e.g., demonstrate certain domain concepts or allow problem-solving while replicating a real-life situation. ITSs offers convenient and low-cost studying. We aim to explore the recent trends and identify limitations and opportunities in recent work on STEM (Science, Technology, Engineering, and Mathematics) self-study simulator based ITSs, we conducted a systematic literature review investigating 47 papers from four different databases. The research encloses ITSs from various educational sectors, ranging from elementary, middle, secondary, tertiary, and after school training. The majority of the systems targeted tertiary education. As a result, there are many research opportunities in introducing a more generalizable approach to simulator-based ITSs which will make it easier to address many STEM-related subjects. There are also opportunities in utilizing help methods that emphasize encouragement and self-reflection. We noticed that the number of STEM-related simulator-based ITSs is relatively low. Another finding was that most simulator-based ITSs are domain-dependent, and therefore they are not reusable for other subjects. Finally, we found that the traits of feedback in simulator-based systems that result in positive learning outcomes are ones that combined immediate and delayed feedback, used procedural information in their feedback, of formative feedback type, and detailed feedback.