In numerous studies, intelligent tutoring systems (ITSs) have proven effective in helping students learn mathematics. Prior work posits that their effectiveness derives from efficiently providing eventually-correct practice opportunities. Yet, there is little empirical evidence on how learning processes with ITSs compare to other forms of…

Active learning promises improved educational outcomes yet depends on students' sustained motivation to engage in practice. Goal setting can enhance learner engagement. However, past evidence of the effectiveness of setting goals tends to be limited to non-digital learning settings and does not scale well as it requires active teacher or parent…

Mastery learning improves learning proficiency and efficiency. However, the overpractice of skills--students spending time on skills they have already mastered--remains a fundamental challenge for tutoring systems. Previous research has reduced overpractice through the development of better problem selection algorithms and the authoring of focused…