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As technological capabilities flourish around the world, intelligent tutoring systems are being deployed globally to provide learners with access to quality educational interventions. Such systems have been widely studied in in-vivo deployments in the Western world, allowing for the development of sophisticated models of behavior within the system that have been shown to accurately represent and support learning. Yet, these models have recently been shown not to reliably transfer across cultures. In this paper, we report on our quantitative field observations of student behaviors in two different schools (urban and rural) and two different learning contexts (ITS lab and the math classroom) in central Chile. We observed that students across schools exhibit different behaviors in the ITS lab vs the classroom, especially with respect to student interaction, movement, and on-task behavior, yet these students …