Teacher-Centered Intelligent Tutoring Systems: Design Considerations from Brazilian, Public School Teachers

  • Luiz Rodrigues UFAL
  • Guilherme Guerino UNESPAR
  • Geiser Chalco Challco UFERSA
  • Thomaz Edson Veloso UFC
  • Lívia Oliveira UFAL
  • Rodolfo Sena da Penha UFC
  • Rafael Ferreira Melo UFRPE
  • Thales Vieira UFAL
  • Marcelo Marinho UFRPE
  • Valmir Macario UFRPE
  • Ig Ibert Bittencourt UFAL / Harvard Graduate School of Education
  • Seiji Isotani UFAL / Harvard Graduate School of Education
  • Diego Dermeval UFAL


While Intelligent Tutoring Systems (ITSs) might enhance learning with personalized instruction, the active involvement of teachers is crucial in achieving the best results. However, teachers have not been adequately involved in the design and usage of ITSs, leading to a research gap in understanding their needs and contexts as well as designing teacher-centered ITSs. To address this gap, we present a qualitative study based on semi-structured interviews with elementary school math teachers in Brazil. Our findings reveal insights connecting teachers’ current practices with their needs, providing design considerations for teacher-centered ITSs. The study emphasizes the importance of curriculum alignment, adaptive scaffolding, comprehensive assessment mechanisms, personalized instruction, and support for teaching challenges. Our findings contribute to designing and developing ITSs tailored for Brazilian public school teachers, considering limited technology access and connectivity issues.


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RODRIGUES, Luiz et al. Teacher-Centered Intelligent Tutoring Systems: Design Considerations from Brazilian, Public School Teachers. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2023 . p. 1419-1430. DOI: https://doi.org/10.5753/sbie.2023.235159.