Learning to Optimize Feedback for One Million Students: Insights from Multi-Armed and Contextual Bandits in Large-Scale Online Tutoring

TL;DR

This paper develops and evaluates a large-scale online tutoring system that uses multi-armed and contextual bandit algorithms to personalize feedback, significantly improving student learning outcomes across one million students.

Contribution

It introduces a scalable approach combining MAB and CB algorithms for personalized feedback in online tutoring, with extensive real-world evaluation on one million students.

Findings

MAB policies improved overall student outcomes.

CB policies showed limited additional benefit over MAB.

Data-driven policies support thousands of students daily.

Abstract

We present an online tutoring system that learns to provide effective feedback to students after they answer questions incorrectly. Using data from one million students, the system learns which assistance action (e.g., one of multiple hints) to provide for each question to optimize student learning. Employing the multi-armed bandit (MAB) framework and offline policy evaluation, we assess 43,000 assistance actions, and identify trade-offs between assistance policies optimized for different student outcomes (e.g., response correctness, session completion). We design an algorithm that for each question decides on a suitable policy training objective to enhance students' immediate second attempt success and overall practice session performance. We evaluate the resulting MAB policies in 166,000 practice sessions, verifying significant improvements in student outcomes. While MAB policies optimize feedback for the overall student population, we further investigate whether contextual bandit (CB) policies can enhance outcomes by personalizing feedback based on individual student features (e.g., ability estimates, response times). Using causal inference, we examine (i) how effects of assistance actions vary across students and (ii) whether CB policies, which leverage such effect heterogeneity, outperform MAB policies. While our analysis reveals that some actions for some questions exhibit effect heterogeneity, effect sizes may often be too small for CB policies to provide significant improvements beyond what well-optimized MAB policies that deliver the same action to all students already achieve. We discuss insights gained from deploying data-driven systems at scale and implications for future refinements. Today, the teaching policies optimized by our system support thousands of students daily.