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Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an
Markus Wolfgang Hermann Spitzer1, Korbinian Moeller2
1Department of Psychology, Martin-Luther University Halle-Wittenberg, Halle, Germany; Department of Psychology, University of Basel, 4055 Basel, Switzerland.
Background:
In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students' performance within intelligent tutoring system-such as intelligent tutoring systems.
Method:
In this study, we investigated the effect of school closures in Austria by evaluating data (n = 168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures.
Results:
We found that students' performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years.
Conclusion:
Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.
