I Tutor: A Systematic Review of Artificially Intelligent Tutors for the Classroom

Abstract

This systematic review aims to understand what research has been done on the use of AI as a classroom tutor and how that body of work should shape future research. A systematic review was conducted using key term searches in four major, peer-reviewed journal databases for relevant research and categorized them by research type, AI type, assistance type, and education level and analyzed them for study measures and key findings. After applying inclusion and exclusion criteria, a total of 35 research articles were analyzed for key findings. The review found that most studies have focused on chatbots supporting undergraduate level education. Key findings show that AI tutors may be most useful for students beginning at a lower level of expertise than their peers, and the use of techniques such as RAG may significantly enhance AI’s usefulness as a tutor with niche and higher-level subjects. This systematic review uniquely considers the last decade of research on AI use as a classroom tutor and provides insights into where future research on the subject may be most useful and impactful to the field of education.