Intelligent tutors have proven to be effective in K-12 education, though their impact on adult learners -- especially as a supplementary resource -- remains underexplored. Understanding how adults voluntarily engage with educational technologies can inform the design of tools that support skill re-learning and enhancement. More critically, it helps determine whether tutoring systems, which are typically built for K-12 learners, can also support adult populations. This study examines the adoption, usage patterns, and effectiveness of a novel tutoring system, Apprentice Tutors, among adult learners at a state technical college. We analyze three types of data including, user demographics, grades, and tutor interactions, to assess whether voluntary tutor usage translates into measurable learning gains. Our findings reveal key temporal patterns in tutor engagement and provide evidence of learning within tutors, as determined through skill improvement in knowledge components across tutors. We also found evidence that this learning transferred outside the tutor, as observed through higher course assessment scores following tutor usage. These results suggest that intelligent tutors are a viable tool for adult learners, warranting further research into their long-term impact on this population.

The widespread use of generative AI has led to multiple applications of AI-generated text and media to potentially enhance learning outcomes. However, there are a limited number of well-designed experimental studies investigating the impact of learning gains and affective feedback from AI-generated media compared to traditional media (e.g., text from documents and human recordings of video). The current study recruited 500 participants to investigate adult learners recall and recognition performances as well as their affective feedback on the AI-generated synthetic video, using a mixed-methods approach with a pre-and post-test design. Specifically, four learning conditions, AI-generated framing of human instructor-generated text, AI-generated synthetic videos with human instructor-generated text, human instructor-generated videos, and human instructor-generated text frame (baseline), were considered. The results indicated no statistically significant difference amongst conditions on recall and recognition performance. In addition, the participants affective feedback was not statistically significantly different between the two video conditions. However, adult learners preferred to learn from the video formats rather than text materials.

This paper aims to uncover needs of adult learners when using pedagogical technologies such as intelligent tutoring systems. Further, our aim with this work is to understand the usability challenges when deploying tutors at scale within the adult learning audience. As educational technologies become more ubiquitous within k-12 education, this paper aims to bridge the gap in understanding on how adult users might utilize intelligent tutors. In pursuit of this, we built four intelligent tutors, and deployed them to 110 classrooms at a state technical college for an entire academic year. Following this deployment, we conducted focus groups amongst users to gather data to understand how learners perceived the optional educational technology during their academic journey. We further analyzed this data using foundational HCI methodologies to extract leanings and design recommendations on how developers might craft educational technologies for adoption at scale for the adult learning population.

Teaching artificial intelligence (AI) is challenging. It is a fast moving field and therefore difficult to keep people updated with the state-of-the-art. Educational offerings for students are ever increasing, beyond university degree programs where AI education traditionally lay. In this paper, we present an experience report of teaching an AI course to business executives in the United Arab Emirates (UAE). Rather than focusing only on theoretical and technical aspects, we developed a course that teaches AI with a view to enabling students to understand how to incorporate it into existing business processes. We present an overview of our course, curriculum and teaching methods, and we discuss our reflections on teaching adult learners, and to students in the UAE.

Imagine a classroom where student teams are learning with a computer simulation, planning a scientific expedition to Mars. They might be challenged to think about the tools they need or the clothing and food they will bring. As the students make decisions about their voyage to the red planet, the simulation changes until each group is following a storyline all their own. That level of personalized learning is just one vision of researchers who are harnessing artificial intelligence to improve education. They're getting a boost through 11 grants of $20 million each that the National Science Foundation has awarded to establish new AI research programs for education and other fields.

While businesses in every sector have been working toward a digital transformation for the past several years, covid-19 accelerated this shift across industries. New technologies are advancing at a pace that requires employers to continuously retrain their workforce to stay current. Organizations must become places of learning if they are to prepare workers for jobs of the future. Joe Schaefer is Chief Transformation Officer at Strategic Education. The World Economic Forum has published one estimate suggesting that technologies like artificial intelligence (AI) could displace 75 million jobs by 2022 but may also create 133 million new roles, and a study by IBM's Institute for Business Value predicts as many as 120 million workers in the world's 12 largest economies may need to be retrained in the next three years as a result of an increasing shift toward and embrace of automation and AI.

SINGAPORE - Students fresh out of secondary school will from April next year be able to take up a full-time diploma programme in applied artificial intelligence (AI) and analytics at Singapore Polytechnic (SP). The polytechnic, which will take up to 80 students in the first batch, will be the first of the five polys here to offer such a programme. Currently, such courses are offered as specialist diploma programmes, which are for existing diploma or degree holders - usually adult learners - to deepen their knowledge and skills. The new diploma course was launched on Friday (Oct 18) during the inaugural SP AI Symposium held at the Concorde Hotel, where there was a showcase of AI-related projects done by students and industry partners. Students enrolled in the programme will learn to apply AI and big data to solve current challenges across industries such as finance, information technology and commerce.