A Mixed User-Centered Approach to Enable Augmented Intelligence in Intelligent Tutoring Systems: The Case of MathAIde app

Integrating Artificial Intelligence in Education (AIED) aims to enhance learning experiences through technologies like Intelligent Tutoring Systems (ITS), offering personalized learning, increased engagement, and improved retention rates. However, AIED faces three main challenges: the critical role of teachers in the design process, the limitations and reliability of AI tools, and the accessibility of technological resources. Augmented Intelligence (AuI) addresses these challenges by enhancing human capabilities rather than replacing them, allowing systems to suggest solutions. In contrast, humans provide final assessments, thus improving AI over time. In this sense, this study focuses on designing, developing, and evaluating MathAIde, an ITS that corrects mathematics exercises using computer vision and AI and provides feedback based on photos of student work. The methodology included brainstorming sessions with potential users, high-fidelity prototyping, A/B testing, and a case study involving real-world classroom environments for teachers and students. Our research identified several design possibilities for implementing AuI in ITSs, emphasizing a balance between user needs and technological feasibility. Prioritization and validation through prototyping and testing highlighted the importance of efficiency metrics, ultimately leading to a solution that offers pre-defined remediation alternatives for teachers. Real-world deployment demonstrated the usefulness of the proposed solution. Our research contributes to the literature by providing a usable, teacher-centered design approach that involves teachers in all design phases. As a practical implication, we highlight that the user-centered design approach increases the usefulness and adoption potential of AIED systems, especially in resource-limited environments.