This study aims to examine the contribution of ArtiBos, which is designed as a Gamified Adaptive Intelligent Tutoring System for students' problem-solving skills. In the study, first of all, the system’s design features to improve problem-solving skills were examined, and then the effect of the system on problem-solving skills was evaluated. The study was carried out with 12 students studying in the ninth class of a High School in Türkiye and 6 mathematics teachers with different experiences working in the same school. A case study, one of the qualitative research methods were applied in this study through which ArtiBos system logs, student interviews, and teacher interviews were evaluated. Data pertaining to the number of solved problems, the number of problems created, the number of problems solved correctly, the duration of being online in the system, the rate of correct problemsolving, and the average solving time were examined to evaluate system logs. Interview questions have been prepared so that the contribution of system features to problem-solving skills can be evaluated. The data from the interview were analyzed and some codes for problem-solving skills were created. And then, sub-themes were created by combining the codes. The results show that ArtiBos affects students' problem-solving skills positively.