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This study aims to examine the contribution of ArtiBos, which is designed as a Gamified Adaptive Intelligent Tutoring System for students' problem-solving skills. In the study, first of all, the system's design features to improve problem-solving skills were examined, and then the effect of the system on problem-solving skills was evaluated. The study was carried out with 12 students studying in the ninth class of a High School in Türkiye and 6 mathematics teachers with different experiences working in the same school. A case study, one of the qualitative research methods were applied in this study through which ArtiBos system logs, student interviews, and teacher interviews were evaluated. Data pertaining to the number of solved problems, the number of problems created, the number of problems solved correctly, the duration of being online in the system, the rate of correct problem-solving, and the average solving time were examined to evaluate system logs. Interview questions have been prepared so that the contribution of system features to problem-solving skills can be evaluated. The data from the interview were analyzed and some codes for problem-solving skills were created. And then, sub-themes were created by combining the codes. The results show that ArtiBos affects students' problem-solving skills positively.

The aim of this study is to examine adaptation elements and Intelligent Tutoring System (ITS) elements used in Adaptive Intelligent Tutoring Systems (AITSs), using meta-synthesis methods to analyze the results of previous research. Toward this end, articles appearing in the Web of Science, Google Scholar, Eric and Science Direct databases in 2000 and later were identified with the keyphrase "adaptive intelligent tutoring system." Application of exclusion and inclusion procedures to the articles accessed in the search resulted in the selection of 32 articles, which were analyzed using meta-synthesis methods and then evaluated in the light of prespecified themes and elements used in AITSs were determined. According to results, the systems were designed for a wide range of fields such as Information Technologies, Mathematics, Science, Medicine, and Foreign Language Education. In these systems, content adaptation was generally used, based mostly on such criteria as feedback, student level, student learning and cognitive styles, and student performance. And besides 4 basic ITS modules (knowledge, student, teaching and user interface), some different modules such as guide module, strategy module, personal learning module, knowledge base module, communication module, system administrator module and messaging module were used. Finally, some suggestions were given for such studies in the future.

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