Usability Evaluation of an Adaptive Courseware Approach in the Natural Language‐Based Intelligent Tutoring System‐Tutomat.
Background: Adaptive educational systems have gained increasing attention due to their ability to personalise educational content based on individual learner progress. Prior research highlights that intelligent tutoring systems (ITSs) and adaptive courseware models improve learning outcomes by dynam...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 16 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918267&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918267 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918267 186918267 186918267 10.1111/jcal.70071 186918267 ppf: 1 ppct: 15 formats: tig: atl: Usability Evaluation of an Adaptive Courseware Approach in the Natural Language‐Based Intelligent Tutoring System‐Tutomat. aug: au: Grubišić, Ani Šarić‐Grgić, Ines Gašpar, Angelina Žitko, Branko affil: University of Split, Faculty of Science, Split, Croatia sug: subj: Natural Language Processing Utilization Computer-Assisted Instruction Intelligent Systems Software Utilization Teaching Methods Human Female Male Usability Study Pretest-Posttest Design Multimethod Studies Scales Qualitative Studies Quantitative Studies Learning Methods Student Knowledge Task Performance and Analysis User-Computer Interface Confidence Intervals Wilcoxon Rank Sum Test Descriptive Statistics Funding Source Female Male ab: Background: Adaptive educational systems have gained increasing attention due to their ability to personalise educational content based on individual learner progress. Prior research highlights that intelligent tutoring systems (ITSs) and adaptive courseware models improve learning outcomes by dynamically adjusting instructional materials. However, despite advancements in adaptive learning environments, usability remains a critical factor influencing their effectiveness and adoption. Therefore, a need exists to evaluate the usability of adaptive tutoring systems to ensure they provide optimal user experience whilst maintaining high instructional effectiveness. Objectives: This study examines the usability and learning experience of Tutomat, an adaptive courseware system designed for automated, real‐time content adaptation. Specifically, it aims to examine usability based on user interactions and feedback, assess learning effectiveness and engagement through pre‐test/post‐test comparisons and user feedback, identify key usability challenges and propose improvements for enhancing user experience. Methods: A mixed‐methods usability evaluation was conducted with 14 participants, applying both quantitative and qualitative research designs. The quantitative study used pre‐test/post‐test comparisons and System Usability Scale (SUS) scores to measure knowledge acquisition and usability perceptions. The qualitative study involved scenario‐based usability testing, where participants completed eight structured tasks. Data analysis included Wilcoxon Signed‐Ranks tests for learning gains, descriptive statistics for usability scores and analysis for qualitative feedback. Results: Findings indicate that Tutomat significantly improved student knowledge, as demonstrated by pre‐test/post‐test comparisons (W = 0, p < 0.05). The SUS score of 68.21 suggests acceptable usability, though strict answer validation and unclear navigation caused user frustration. Scenario‐based testing identified usability challenges, particularly in feature discoverability and response flexibility, which impacted the user experience. Participants valued adaptive feedback and structured content but expressed concerns regarding interface design limitations. Conclusion: This study highlights the importance of usability in adaptive educational systems, demonstrating that real‐time adaptive courseware can enhance learning engagement when designed with user‐centred principles. The findings provide practical design recommendations for improving usability in ITSs, emphasising enhanced response flexibility, improved feedback mechanisms and clearer navigation features. Future research should explore longitudinal usability assessments to evaluate long‐term user engagement and learning retention in adaptive environments. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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