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For Educational Inclusiveness: Design and Implementation of an Intelligent Tutoring System for Student-Athletes Based on Self-Determination Theory

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  • Angxuan Chen

    (Department of Educational Technology, Graduate School of Education, Peking University, No. 5 Yiheyuan Road, Haidian District, Beijing 100871, China)

  • Huaiya Liu

    (Department of Educational Technology, Graduate School of Education, Peking University, No. 5 Yiheyuan Road, Haidian District, Beijing 100871, China)

  • Kam-Cheong Li

    (School of Open Learning, Hong Kong Metropolitan University, 30 Good Shepherd Street, Kowloon, Hong Kong, China)

  • Jiyou Jia

    (Department of Educational Technology, Graduate School of Education, Peking University, No. 5 Yiheyuan Road, Haidian District, Beijing 100871, China)

Abstract

Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT. Therefore, our paper explored how to build an SDT-based ITS for student-athletes to enhance their academic engagement and motivation. A two-stage experiment was conducted for: (a) identifying academic challenges faced by student-athletes in an online ITS; (b) evaluating the effectiveness of an SDT-based ITS design; and (c) exploring how autonomy, competence, and relatedness design affect their motivation. Results revealed that student-athletes face three challenges in learning in ITS: inflexible technology, identity missing, and mismatched learning difficulty. However, a significant improvement in academic engagement and motivation was shown when student-athletes faced an SDT-based ITS. In the meantime, the athletic motivation, which leads them to higher athletic performance, remains preserved and unaffected, showing a favorable outcome for student-athletes. This paper can provide practical implications for building a more inclusive and diverse learning environment for student-athletes.

Suggested Citation

  • Angxuan Chen & Huaiya Liu & Kam-Cheong Li & Jiyou Jia, 2023. "For Educational Inclusiveness: Design and Implementation of an Intelligent Tutoring System for Student-Athletes Based on Self-Determination Theory," Sustainability, MDPI, vol. 15(20), pages 1-12, October.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:20:p:14709-:d:1257052
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    References listed on IDEAS

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    1. Devin G. Pope & Jaren C. Pope, 2009. "The Impact of College Sports Success on the Quantity and Quality of Student Applications," Southern Economic Journal, John Wiley & Sons, vol. 75(3), pages 750-780, January.
    2. Devin G. Pope & Jaren C. Pope, 2009. "The Impact of College Sports Success on the Quantity and Quality of Student Applications," Southern Economic Journal, John Wiley & Sons, vol. 75(3), pages 750-780, January.
    3. P Wesley Routon & Jay K Walker, 2015. "Student-Athletes? The Impact of Intercollegiate Sports Participation on Academic Outcomes," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 41(4), pages 592-611, September.
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