Paper Number
ECIS2026-2701
Paper Type
CRP
Abstract
Emerging research on the design of artificial intelligence (AI)-based systems in education has primarily focused on technical developments rather than user needs. This study investigates design requirements for intelligent tutoring systems (ITS) from a user perspective. Based on 15 distinct ITS functions identified through a targeted literature review, a Kano-based survey was conducted to classify these features into must-be, performance, and attractive attributes. Data obtained from an online questionnaire with 168 participants show a statistically significant influence on user satisfaction for seven of these requirements. Three ‘must-be’ requirements are essential: domain-specific alignment, didactically grounded guidance and interactive question–answer capabilities. Feedback and practice emerged as core performance features, while the ability to reference course materials and integrate user-provided documents served as attractive attributes that enhance perceived value. These findings emphasize the value students place on accuracy, pedagogical structure, and real-time dialogue, offering empirically grounded guidance for user-centered ITS design in higher education.
Recommended Citation
Andrzejak, Philipp and Winkler, Till J., "Design Requirements For Intelligent Tutoring Systems In Higher Education: A Kano Analysis Of User Satisfaction" (2026). ECIS 2026 Proceedings. 14.
https://aisel.aisnet.org/ecis2026/comp_mgmt/comp_mgmt/14
Design Requirements For Intelligent Tutoring Systems In Higher Education: A Kano Analysis Of User Satisfaction
Emerging research on the design of artificial intelligence (AI)-based systems in education has primarily focused on technical developments rather than user needs. This study investigates design requirements for intelligent tutoring systems (ITS) from a user perspective. Based on 15 distinct ITS functions identified through a targeted literature review, a Kano-based survey was conducted to classify these features into must-be, performance, and attractive attributes. Data obtained from an online questionnaire with 168 participants show a statistically significant influence on user satisfaction for seven of these requirements. Three ‘must-be’ requirements are essential: domain-specific alignment, didactically grounded guidance and interactive question–answer capabilities. Feedback and practice emerged as core performance features, while the ability to reference course materials and integrate user-provided documents served as attractive attributes that enhance perceived value. These findings emphasize the value students place on accuracy, pedagogical structure, and real-time dialogue, offering empirically grounded guidance for user-centered ITS design in higher education.