Who benefits from intelligent tutoring systems? Statistical evidence of the digital divide in Australian high school mathematics education

Hannan, Brody Connor (2026) Who benefits from intelligent tutoring systems? Statistical evidence of the digital divide in Australian high school mathematics education. Bokhove, Christian and Clark-Wilson, Alison (eds.) In Proceedings of the 17th International Conference on Technology in Mathematics Teaching (ICTMT 17). vol. 17, Institute of Education, UCL. pp. 163-170 . (doi:10.13140/RG.2.2.13776.67847).

Record type: Conference or Workshop Item (Paper)

Abstract

Intelligent Tutoring Systems (ITS) are often promoted as equitable tools for personalised learning, yet little is known about whether they truly meet this aim, especially within the Australian schooling context. This study uses Multilevel Structural Equation Modelling (MSEM) to examine the effect of school socioeconomic status (SES) on student mathematics learning outcomes, and the extent to which student usage of an ITS platform alters this relationship. Using activity log data from the AdaptiveMath ITS platform and school-level data from the MySchool database, the analytic sample comprised of 17,633 Australian high school students (Years 7–10) across 152 schools. Results show positive, significant direct and indirect effects of school SES on student mathematics learning outcomes, through student ITS usage. Further, while student ITS usage was positively associated with mathematics learning outcomes, this relationship was stronger in high-SES schools.

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