Optimising adaptive learning: A case study of Intelligent Tutoring Systems in schools in Qatar, using the Activity-Oriented Design Method

Artificial Intelligence (AI) tools such as Intelligent Tutoring Systems (ITSs) are claimed to be revolutionising the field of education, transforming the way we teach and the way we learn. Consequently, it is imperative to assess how these technological tools can be optimised, to draw upon their advantages and mitigate potential drawbacks. This paper investigates the attitudes and perceptions of educators towards the integration of AI-powered ITSs. The study examines an educational activity which utilises an ITS, in selected International Baccalaureate schools in Qatar, examining perceptions of teachers through Activity Theory and the Activity-Oriented Design Method (AODM). The paper reviews literature using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA), then presents a case study which deployed online surveys to collect data. While the findings show that teachers hold favourable views and positive attitudes towards the integration of this ITS into the activity, they have uncertainties about the ethical implications of integrating such AI tools. The study offers insights into the perceptions of teachers in Qatar towards the utilisation of ITSs, focusing on the societal motives and demands. Further research opportunities are discussed, through which to better explore the application of Activity Theory for studying AI in educational contexts.Keywords: artificial intelligence; intelligent tutoring systems; Activity Theory; teaching; K-12 educationPart of the Special Issue Activity theory in technology enhanced learning research (part 2) <https://doi.org/10.21428/8c225f6e.a88579e2>