Details
- Identification
- ISBN 978-92-68-39044-3, DOI 10.2766/0766181, CN NC-01-26-113-EN-N
- Publication date
- 23 September 2026
- Authors
- Directorate-General for Education, Youth, Sport and Culture | Expert Network on Economics and Sociology of Education and Training (ENESET)
- Geographical scope
- European Union
- Level of education focus
- School education
- Thematic areas covered
- Digital education and technological innovation
Description
Intelligent tutoring systems (ITSs) can contribute meaningfully to pupils’ learning in general education, but their benefits are neither automatic nor uniform. The evidence reviewed is most extensive and consistently positive for learning outcomes and skill development. Findings on motivation and engagement are generally favourable but more heterogeneous, while evidence on well-being and socio-emotional outcomes is smaller and indicative rather than conclusive. Across these domains, educational value depends on how systems translate learner information into appropriate instructional support and how their use is embedded in teaching and learning.
Authors:
Dominik Michael Theis, Dr. Maren Thomsen, Dr. Cathrin Vogel and Veit Wasserfuhr.
Cite this publication as:
European Commission: Directorate-General for Education, Youth, Sport and Culture, Theis, M., Thomsen, M., Vogel, C. and Wasserfuhr, V., The impact of intelligent tutoring systems in general education – A systematic review of causal evidence on learning outcomes, motivation, and socio-emotional effects, Publications Office of the European Union, 2026, https://data.europa.eu/doi/10.2766/0766181
