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This paper details the design and data collection challenges encountered while developing a web-based tutoring system for linear equations in a developing country, aiming to detect learned helplessness. The system incorporated features like problem skipping, hints, and difficulty-based sequencing, but data collection was significantly hampered by outdated devices, unreliable internet, and logistical constraints. Ultimately, the study highlights the practical difficulties of gathering sufficient and reliable interaction data for AI-driven educational interventions in resource-limited environments.
Building AI tutors in the real world is hard: outdated tech, spotty internet, and curriculum gaps can derail even the best-designed systems.
This study investigates the challenges in designing, data collection, and implementation of a web-based Tutoring System (TS) for teaching linear equations within a developing country context. Originally designed as an Android app, the system was redeveloped as a web application to facilitate cross-platform access and data collection. This redesign enabled enhanced tracking through interaction logs and included features like problem skipping, hints, difficulty-based problem sequencing, and game modes with adaptable progression (e.g., easy-to-hard, hard-to-easy). The main objective was to document the design and data collection challenges encountered in data collection for the development of a model capable of detecting learned helplessness in students'behaviors while using a web application for solving linear equation. Challenges included outdated devices, unreliable internet, and logistical constraints such as limited session durations and delays in obtaining approvals. Environmental disruptions like class cancellations and curriculum gaps further complicated the process, with only 118 out of 410 students eligible and actively participating. These obstacles highlight the complexities of collecting interaction data for detecting learned helplessness in real-world, resource-constrained educational settings.
