{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T16:09:03Z","timestamp":1771344543222,"version":"3.50.1"},"reference-count":54,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T00:00:00Z","timestamp":1765929600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T00:00:00Z","timestamp":1765929600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/100008316","name":"Baden-W\u00fcrttemberg Stiftung","doi-asserted-by":"publisher","award":["P\u2010EDU\u201023\u201028"],"award-info":[{"award-number":["P\u2010EDU\u201023\u201028"]}],"id":[{"id":"10.13039\/100008316","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100000780","name":"European Commission","doi-asserted-by":"publisher","award":["10\u2010044\u2010P\u20100001"],"award-info":[{"award-number":["10\u2010044\u2010P\u20100001"]}],"id":[{"id":"10.13039\/501100000780","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The development and distribution of digital learning software, such as intelligent tutoring systems (ITSs), has evolved into a billion\u2010dollar industry, impacting a vast number of students worldwide. A large number of studies on ITSs have focused on their effects on learning outcomes. However, less is known about student engagement and dropout when ITSs are used in real classroom settings over extended periods, particularly with regard to how these patterns may be linked to different assignment scenarios within ITSs.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>The present study aimed to explore whether student engagement and dropout varied based on whether mathematics problems within the ITS were assigned by teachers or self\u2010assigned by students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      We evaluated rich data from an ITS for learning mathematics used in Germany and the Netherlands (~139,000,000 problems;\n                      <jats:italic>n<\/jats:italic>\n                      \u2009~\u2009194,000 students) between 2016 and 2023. To examine whether students' engagement and dropout, both within and between students, varied based on the two assignment scenarios (teacher assigned vs. self\u2010assigned problems), we employed regression and survival analyses.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Our results revealed that, in both Germany and the Netherlands, students with teacher\u2010assigned problems consistently (i) dropped out later, (ii) were active for significantly more weeks and (iii) worked through more mathematics problems each week than those who self\u2010assigned problems. The results were robust across academic school years in the examined period. Overall, our study raises questions about the use of digital learning software as a stand\u2010alone solution and suggests embedding such software in real\u2010life learning scenarios involving teachers.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70159","type":"journal-article","created":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T14:26:01Z","timestamp":1765981561000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Intelligent Tutoring Systems Need Teachers"],"prefix":"10.1002","volume":"42","author":[{"given":"Lisa","family":"Bardach","sequence":"first","affiliation":[{"name":"Department of Psychology University of Giessen  Giessen Germany"},{"name":"Kaunas University of Technology  Kaunas Lithuania"}]},{"given":"Korbinian","family":"Moeller","sequence":"additional","affiliation":[{"name":"Department of Mathematics Education School of Science, Loughborough University  Loughborough UK"},{"name":"LEAD Graduate School and Research Network University of Tuebingen  Tuebingen Germany"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0738-5770","authenticated-orcid":false,"given":"Miguel","family":"Ruiz\u2010Garcia","sequence":"additional","affiliation":[{"name":"Departamento de Estructura de la Materia F\u00edsica T\u00e9rmica y Electr\u00f3nica, Universidad Complutense de Madrid  Madrid Spain"},{"name":"Grupo Interdisciplinar de Sistemas Complejos, Universidad Complutense de Madrid  Madrid Spain"}]},{"given":"Younes","family":"Strittmatter","sequence":"additional","affiliation":[{"name":"Department of Psychology Princeton University  Princeton New Jersey USA"}]},{"given":"Jennifer","family":"Meyer","sequence":"additional","affiliation":[{"name":"Department of Teacher Education University of Vienna  Vienna Austria"}]},{"given":"Sebastian","family":"Musslick","sequence":"additional","affiliation":[{"name":"Institute of Cognitive Science, Osnabr\u00fcck University  Osnabr\u00fcck Germany"},{"name":"Department of Cognitive, Linguistic, and Psychological Sciences Brown University  Providence Rhode Island USA"}]},{"given":"Markus","family":"Spitzer","sequence":"additional","affiliation":[{"name":"Department of Cognition and Digital Learning Martin\u2010Luther University Halle\u2010Wittenberg  Halle Germany"}]}],"member":"311","published-online":{"date-parts":[[2025,12,17]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.1109\/TLT.2023.3314610"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.228.4698.456"},{"key":"e_1_2_14_4_1","first-page":"171","volume-title":"Theoretical Foundations of Learning Environments","author":"Azevedo R.","year":"2012"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/dev0001537"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.1037\/edu0000051"},{"key":"e_1_2_14_7_1","doi-asserted-by":"crossref","unstructured":"Burns M.2023.\u201cBarriers and Supports for Technology Integration: Views From Teachers.\u201dhttps:\/\/doi.org\/10.54676\/LCEB5308.","DOI":"10.54676\/LCEB5308"},{"key":"e_1_2_14_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.70065"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.3389\/frai.2020.595627"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2023.101799"},{"issue":"3","key":"e_1_2_14_11_1","first-page":"22","article-title":"Roles and Research Trends of Artificial Intelligence in Higher Education: A Systematic Review of the Top 50 Most\u2010Cited Articles","volume":"38","author":"Chu H. 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