The second finding was that ITS helped general students learnmathematical subjects more than it helped low achievers. Onepossible explanation is that ITS may function best when studentshave sufficient prior knowledge, self-regulation skills, learningmotivation, and familiarity with computers. It is possible thatgeneral students have more of the characteristics needed to navi-gate ITS than low achievers do. Therefore, they benefited morefrom using ITS. For low achievers, classroom teachers, rather thanITS, might be better leaders, motivators, and regulators to helpthem learn