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.

这项研究的目的是使用元合成方法来分析以前的研究结果，以检查用于自适应智能辅导系统（AITS）的适应元素和智能辅导系统（ITS）元素。为此，2000年及以后出现在Web of Science，Google Scholar，Eric和Science Direct数据库中的文章都用关键词“自适应智能辅导系统”来标识。将排除和纳入程序应用于搜索中的文章，结果选择了32篇文章，并使用元合成方法对其进行了分析，然后根据预先指定的主题进行了评估，并确定了AITS中使用的元素。根据结果​​，该系统被设计用于广泛的领域，例如信息技术，数学，科学，医学，和外语教育。在这些系统中，通常根据反馈，学生水平，学生学习和认知风格以及学生表现等标准来使用内容自适应。除了4个基本的ITS模块（知识，学生，教学和用户界面）外，还使用了一些不同的模块，例如指南模块，策略模块，个人学习模块，知识库模块，通信模块，系统管理员模块和消息传递模块。最后，对今后的研究提出了一些建议。使用了一些不同的模块，例如指南模块，策略模块，个人学习模块，知识库模块，沟通模块，系统管理员模块和消息传递模块。最后，对今后的研究提出了一些建议。使用了一些不同的模块，例如指南模块，策略模块，个人学习模块，知识库模块，沟通模块，系统管理员模块和消息传递模块。最后，对今后的研究提出了一些建议。