Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective.

Intelligent Tutoring Systems (ITSs) have a great potential to effectively transform teaching and learning. As more efforts have been put on designing and developing ITSs and integrating them within learning and instruction, mixed types of results about the effectiveness of ITS have been reported. Therefore, it is necessary to investigate how ITSs work in real and natural educational contexts and the associated challenges of ITS application and evaluation.

Leveraging theories in instructional design: a reflective response to OLSit framework.

This paper is in response to the article entitled (Lee and Hannafin in Educat Technol Res Develop 64(4):707-734, 2016). In this article the authors proposed a theoretical framework to provide guidelines for promoting engagement in student-centered learning (SCL) based on relevant principles from different learning theories and empirical research findings. This framework connects learning theories with instructional design practices, providing theory-based instructional strategies and methods for improving student engagement in SCL.