Improved Performances and Motivation in Intelligent Tutoring Systems: Combining Machine Learning and Learner Choice

Large class sizes pose challenges to personalized learning in schools, which educational technologies, especially intelligent tutoring systems (ITS), aim to address. In this context, the ZPDES algorithm, based on the Learning Progress Hypothesis (LPH) and multi-armed bandit machine learning techniques, sequences exercises that maximize learning progress (LP). This algorithm was previously shown in field studies to boost learning performances for a wider diversity of students compared to a hand-designed curriculum. However, its motivational impact was not assessed. Also, ZPDES did not allow students to express choices. This limitation in agency is at odds with the LPH theory concerned with modeling curiosity-driven learning. We here study how the introduction of such choice possibilities impact both learning efficiency and motivation. The given choice concerns dimensions that are orthogonal to exercise difficulty, acting as a playful feature. In an extensive field study (265 7-8 years old children, RCT design), we compare systems based either on ZPDES or a hand-designed curriculum, both with and without self-choice. We first show that ZPDES improves learning performance and produces a positive and motivating learning experience. We then show that the addition of choice triggers intrinsic motivation and reinforces the learning effectiveness of the LP-based personalization. In doing so, it strengthens the links between intrinsic motivation and performance progress during the serious game. Conversely, deleterious effects of the playful feature are observed for hand-designed linear paths. Thus, the intrinsic motivation elicited by a playful feature is beneficial only if the curriculum personalization is effective for the learner. Such a result deserves great attention due to increased use of playful features in non adaptive educational technologies.