iSTART StairStepper-Using Comprehension Strategy Training to Game the Test

被引:7
作者
Arner, Tracy [1 ]
McCarthy, Kathryn S. [2 ]
McNamara, Danielle S. [1 ]
机构
[1] Arizona State Univ, Dept Psychol, Tempe, AZ 85281 USA
[2] Georgia State Univ, Dept Learning Sci, Atlanta, GA 30302 USA
关键词
reading comprehension; strategy training; game-based learning; intelligent tutoring system; feedback; INTELLIGENT TUTORING SYSTEMS; SELF-EXPLANATION; SOCIAL AGENCY; FEEDBACK; KNOWLEDGE; STUDENTS; MOTIVATION; TEXTS; ENGAGEMENT; IMPACT;
D O I
10.3390/computers10040048
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
Literacy skills are critical for future success, yet over 60% of high school seniors lack proficient reading skills according to standardized tests. The focus on high stakes, standardized test performance may lead educators to "teach-to-the-test" rather than supporting transferable comprehension strategies that students need. StairStepper can fill this gap by blending necessary test prep and reading comprehension strategy practice in a fun, game-based environment. StairStepper is an adaptive literacy skill training game within Interactive Strategy Training for Active Reading and Thinking (iSTART) intelligent tutoring system. StairStepper is unique in that it models text passages and multiple-choice questions of high-stakes assessments, iteratively supporting skill acquisition through self-explanation prompts and scaffolded, adaptive feedback based on performance and self-explanations. This paper describes an experimental study employing a delayed-treatment control design to evaluate users' perceptions of the StairStepper game and its influence on reading comprehension scores. Results indicate that participants enjoyed the visual aspects of the game environment, wanted to perform well, and considered the game feedback helpful. Reading comprehension scores of students in the treatment condition did not increase. However, the comprehension scores of the control group decreased. Collectively, these results indicate that the StairStepper game may fill the intended gap in instruction by providing enjoyable practice of essential reading comprehension skills and test preparation, potentially increasing students' practice persistence while decreasing teacher workload.
引用
收藏
页数:20
相关论文
共 96 条
[1]   Help Helps, but only so Much: Research on Help Seeking with Intelligent Tutoring Systems [J].
Aleven V. ;
Roll I. ;
McLaren B.M. ;
Koedinger K.R. .
International Journal of Artificial Intelligence in Education, 2016, 26 (01) :205-223
[2]  
ANDERSON JR, 1989, COGNITIVE SCI, V13, P467, DOI 10.1207/s15516709cog1304_1
[3]  
[Anonymous], NATIONS REPORT CARD
[4]   Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice [J].
Atkinson, RK ;
Mayer, RE ;
Merrill, MM .
CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2005, 30 (01) :117-139
[5]   Applying Natural Language Processing and Hierarchical Machine Learning Approaches to Text Difficulty Classification [J].
Balyan, Renu ;
McCarthy, Kathryn S. ;
McNamara, Danielle S. .
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 2020, 30 (03) :337-370
[6]   The design of motivational agents and avatars [J].
Baylor, Amy L. .
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2011, 59 (02) :291-300
[7]   DIFFERENTIAL COMPETENCIES CONTRIBUTING TO CHILDREN'S COMPREHENSION OF NARRATIVE AND EXPOSITORY TEXTS [J].
Best, Rachel M. ;
Floyd, Randy G. ;
Mcnamara, Danielle S. .
READING PSYCHOLOGY, 2008, 29 (02) :137-164
[8]   Deep-level comprehension of science texts - The role of the reader and the text [J].
Best, RM ;
Rowe, M ;
Ozuru, Y ;
McNamara, DS .
TOPICS IN LANGUAGE DISORDERS, 2005, 25 (01) :65-83
[9]   Inducing Self-Explanation: a Meta-Analysis [J].
Bisra, Kiran ;
Liu, Qing ;
Nesbit, John C. ;
Salimi, Farimah ;
Winne, Philip H. .
EDUCATIONAL PSYCHOLOGY REVIEW, 2018, 30 (03) :703-725
[10]  
Blumenfeld PC, 2006, CAMB HANDB PSYCHOL, P475