Equitable Access to Intelligent Tutoring Systems Through Paper-Digital Integration

Intelligent Tutoring Systems (ITS) can only respond adaptively to the digital learning activities of the students. If students are learning offline without any digital devices, they have little or no means to receive personalized learning materials with the help of intelligent systems. This paper proposes a Paper-Digital Integration System that can provide offline learners equitable access to ITS capabilities by looking at their work on paper and giving personalized printable feedback. We analyzed data from a paper algebra assessment of N=17 students and found mistakes that may generalize and help us offer adaptive paper-based recommendations to students. Our analysis showed us some specific algebra mistakes that may help in providing intelligent feedback.