The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System

While research suggests that secondary language (L2) learners at postsecondary institutions face academic reading challenges, and that reading strategy training can improve primary language (L1) learners\u27 reading comprehension, it remains a challenge to find scalable ways to deliver such training to L2 learners. Intelligent tutoring systems (ITS) have been shown to be nearly as effective as human tutors while reaching potentially unlimited numbers of learners in a variety of subjects, including reading comprehension. However, few studies have explored the effectiveness of such systems for improving L2 learners\u27 reading comprehension. Self-Explanation Reading Training (SERT) is an instructional model that combines self-explanation and five reading strategies (monitoring, paraphrasing, prediction, elaboration, and bridging), and has been shown to be effective. SERT has also been built into a game-based intelligent tutoring system environment called Interactive Strategy Trainer for Active Reading and Thinking ---Motivationally Enhanced (iSTART-ME). Studies have demonstrated the effects of iSTART-ME in improving L1 students\u27 reading comprehension and learning motivation, but little evidence exists for its efficacy for L2 learners. This research tested the reading strategy training effect through iSTART-ME on 34 incoming international L2 students admitted to a large public American higher institution in the Southwest. In addition to pretests, presurveys, posttests, and postsurveys, these students received three hours training within two consecutive days right before their fall semester school courses formally started. The results showed that their self-explanation quality scores, short-answer reading comprehension test scores, and learning motivation scores were significantly improved with a medium effect size. The results also suggested that students with lower self-explanation and comprehension ability benefited the most, although all students benefitted from the training. After the training, the interviewees reported that their learning with iSTART-ME was interesting and successful, expressed a desire to learn more strategies with iSTART-ME in the future, and expected to apply the strategies they learned to other subjects. This study implied that iSTART-ME, with low cost in reaching large numbers of students, effectively taught the incoming international college students reading strategies, and improved their L2 reading comprehension abilities and learning motivations

Stealth Assessment of Self-Regulative Behaviors within a Game-Based Environment

abstract: Students' ability to regulate and control their behaviors during learning has been shown to be a critical skill for academic success. However, researchers often struggle with ways to capture the nuances of this ability, often solely relying on self-report measures. This thesis proposal employs a novel approach to investigating variations in students' ability to self-regulate by using process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME. This approach affords a nuanced examination of how students' regulate their interactions with game-based features at both a coarse-grained and fine-grain levels and the ultimate impact that those behaviors have on in-system performance and learning outcomes (i.e., self-explanation quality). This thesis is comprised of two submitted manuscripts that examined how a group of 40 high school students chose to engage with game-based features and how those interactions influenced their target skill performance. Findings suggest that in-system log data has the potential to provide stealth assessments of students' self-regulation while learning.Dissertation/ThesisM.A. Psychology 201

Analyzing the negative effects of motivating e-learning tools in archeology teaching

[EN] In this article we study the negative effects of applying motivating e-Learning tools as a method to increase students’ engagement through their learning process. In particular, we demonstrate that increasing students’ motivation can have a negative effect on students’ efficiency if they engage with the applications in a wrong way. In our carried out experience, we have used a virtual reconstruction of the TT 209 archeological site in Luxor. This application allows students to move inside and outside the site and get some information on the different activities that were done along the field work. We have found that students tend to use the application just as a game. This fact decreases students’ efficiency since they do not pay enough attention to the learning activities inside the system. To avoid this effect, we propose to use gamification strategies such as rewards to redirect students’ attention to the learning process

Clustering student interaction data using Bloom's Taxonomy to find predictive reading patterns

In modern educational technology we have the ability to capture click-stream interaction data from a student as they work on educational problems within an online environment. This provides us with an opportunity to identify student behaviours within the data (captured by the online environment) that are predictive of student success or failure. The constraints that exist within an educational setting provide the ability to associate these student behaviours to specific educational outcomes. This information could be then used to inform environments that support student learning while improving a student’s metacognitive skills. In this dissertation, we describe how reading behaviour clusters were extracted in an experiment in which students were embedded in a learning environment where they read documents and answered questions. We tracked their keystroke level behaviour and then applied clustering techniques to find pedagogically meaningful clusters. The key to finding these clusters were categorizing the questions as to their level in Bloom’s educational taxonomy: different behaviour patterns predicted success and failure in answering questions at various levels of Bloom. The clusters found in the first experiment were confirmed through two further experiments that explored variations in the number, type, and length of documents and the kinds of questions asked. In the final experiment, we also went beyond the actual keystrokes and explored how the pauses between keystrokes as a student answers a question can be utilized in the process of determining student success. This research suggests that it should be possible to diagnose learner behaviour even in “ill-defined” domains like reading. It also suggests that Bloom’s taxonomy can be an important (even necessary) input to such diagnosis

Efficient multitasking of Choleski matrix factorization on CRAY supercomputers

A Choleski method is described and used to solve linear systems of equations that arise in large scale structural analysis. The method uses a novel variable-band storage scheme and is structured to exploit fast local memory caches while minimizing data access delays between main memory and vector registers. Several parallel implementations of this method are described for the CRAY-2 and CRAY Y-MP computers demonstrating the use of microtasking and autotasking directives. A portable parallel language, FORCE, is used for comparison with the microtasked and autotasked implementations. Results are presented comparing the matrix factorization times for three representative structural analysis problems from runs made in both dedicated and multi-user modes on both computers. CPU and wall clock timings are given for the parallel implementations and are compared to single processor timings of the same algorithm

Changing How Students Process and Comprehend Texts with Computer-based Self-Explanation Training

This study assessed whether and how self-explanation reading training, provided by iSTART (Interactive Strategy Training for Active Reading and Thinking), improves the effectiveness of comprehension processes. iSTART teaches students how to self-explain and which strategies will most effectively aid comprehension from moment-to-moment. We used RSAT (Reading Strategy Assessment Tool) to assess how iSTART changes the relation between important selfexplanation reading strategies—bridging and elaboration—and online comprehension, and how often they are produced. College and high school students received iSTART and were administered RSAT prior to and post-training. Results from three experiments showed that iSTART primarily benefits bridging inferences when self explaining. The frequency of bridging inferences was higher post training than prior to training, but only in the experiments involving college students. Additionally, prior to exposure to iSTART, RSAT bridging scores did not predict comprehension performance, whereas they did after iSTART, suggesting that iSTART may improve comprehension processes by teaching students how to appropriately use selfexplanation to address comprehension difficulties. Finally, the results from this study suggest that RSAT may provide a valuable computer-based assessment of the effectiveness of selfexplanations that could be used in conjunction with iSTART and in future research on selfexplanation

Changing How Students Process and Comprehend Texts with Computer-based Self-Explanation Training

This study assessed whether and how self-explanation reading training, provided by iSTART (Interactive Strategy Training for Active Reading and Thinking), improves the effectiveness of comprehension processes. iSTART teaches students how to self-explain and which strategies will most effectively aid comprehension from moment-to-moment. We used RSAT (Reading Strategy Assessment Tool) to assess how iSTART changes the relation between important selfexplanation reading strategies—bridging and elaboration—and online comprehension, and how often they are produced. College and high school students received iSTART and were administered RSAT prior to and post-training. Results from three experiments showed that iSTART primarily benefits bridging inferences when self explaining. The frequency of bridging inferences was higher post training than prior to training, but only in the experiments involving college students. Additionally, prior to exposure to iSTART, RSAT bridging scores did not predict comprehension performance, whereas they did after iSTART, suggesting that iSTART may improve comprehension processes by teaching students how to appropriately use selfexplanation to address comprehension difficulties. Finally, the results from this study suggest that RSAT may provide a valuable computer-based assessment of the effectiveness of selfexplanations that could be used in conjunction with iSTART and in future research on selfexplanation

El Mundo de Comida : the relative effectiveness of digital game feedback and classroom feedback in helping students learn Spanish food vocabulary

textFeedback has been defined as “helpful information or criticism that is given to someone to say what can be done to improve a performance, product, etc.” (Merriam-Webster, 2014) Within the field of Second Language Acquisition (SLA) researchers have shown that language learners acquire languages best when they are provided with feedback (Gass & Selinker, 2008; Loewen, 2012). Because of the importance of feedback to the language learning process, there is an ongoing line of investigation that seeks to determine whether differences in how and when feedback is provided lead to different results in acquisition (Loewen, 2012). To date this research has primarily been focused on comparing the effectiveness of the different types of feedback that naturally occur within language classrooms, as identified by such classic studies as Lyster and Ranta (1997; Bargiela, 2003). However, there are other possible approaches to feedback than those that naturally occur within the language classroom. One of these alternatives is the approach to feedback used in digital games. Similar to what is found in the field of SLA, within the field of digital game research it has been established that feedback is important for successful learning (Schell, 2008). Nevertheless, to date no research has been conducted which compares the SLA approach to feedback and the digital game approach to feedback in order to determine which would lead to better language acquisition within a digital game. Answering this question is the goal of the present dissertation. In order to answer this question I created two versions of a digital game, called “Mundo de Comida” (MuCo) ‘World of Food’, which is designed to help novice Spanish learners acquire food vocabulary. One version of the game employs feedback strategies based on the most commonly employed feedback used in Spanish language classes, while the other uses feedback designed according to the most commonly used feedback mechanisms in commercial digital games. A comparison of the vocabulary gains according to feedback type allows us to see which type of feedback seems to help learners of Spanish acquire vocabulary within the context of MuCo. The findings indicate that MuCo does indeed help participants acquire food vocabulary. However, there is no significant difference in the effectiveness of the two different feedback types, which is likely due to the fact that both feedback types have been refined within their respective environments. Nevertheless, there is evidence to suggest that participants found the game that contained the digital game-style feedback to be more game-like than the other version. It was also found that, for several participants, MuCo did motivate them in the sense that they played more of the game than was required. Finally, there was no significant effect found for the participants’ self-reported gaming habits, personalities, or motivation. These findings suggest that well-designed digital games can help learners acquire Spanish vocabulary, and that the impact of differences among participants is negligible when the game is well designed.Spanish and Portugues

Video games and learning : a scoping study of the diverse use of video games in Australian classrooms

This study investigates current uses of video games within secondary classrooms in Australia, and the ways this is impacted by teacher attitudes and experiences. First, a thorough systematic review of current literature surrounding video games in secondary classrooms was conducted. The review indicated that current research regarding video games and education is primarily concerned with short-term interventions, and often does not take into consideration the context of wider teaching activities. The review further found that research in the Australian context is limited, and primarily qualitative in nature. Second, a survey of Australian secondary teachers was conducted to explore teacher attitudes towards video game based learning, and to identify promoters and barriers to the adoption of video games. Results indicated teacher beliefs were positive regarding the ability of video games to increase student interest and engagement, and to teach real-world skills. External support for video games and the frequency of teacher video game use in their own practice significantly influenced teacher attitudes. The opportunities for building on the limited research within an Australian context means this study contributes to building a comprehensive body of research that accounts for teacher attitudes and uses of video games within Australian secondary classrooms

Βιβλιογραφική Ανασκόπηση των Ευφυών Συστημάτων Διδασκαλίας και Ανάλυση Συγκεκριμένων Παραδειγμάτων Εφαρμογής τους

Τα Ευφυή Συστήματα Διδασκαλίας (ΕΣΔ) είναι συστήματα βασισμένα στην τεχνολογία της Τεχνητής Νοημοσύνης τα οποία προσφέρουν εξατομικευμένη και τμηματοποιημένη διδασκαλία και ανατροφοδότηση στον/στην εκάστοτε εκπαιδευόμενο/η βάσει των προσωπικών του/της γνωστικών αναγκών, κλίσεων και μαθησιακού στυλ. Η παρούσα έρευνα αποτελεί μια συστηματική ανασκόπηση της υπάρχουσας διεθνούς βιβλιογραφίας κατά τη περίοδο 2012-2022, με στόχο τη διερεύνηση της επίδρασης των ΕΣΔ στο σύνολο της εκπαιδευτικής διαδικασίας, τον αρχιτεκτονικό σχεδιασμό και τις στρατηγικές εκπαιδευτικού σχεδιασμού που ακολουθούνται, τον τρόπο εφαρμογής αξιολόγησης μέσω αυτών των συστημάτων αλλά και τις απόψεις των εμπλεκομένων στην εκπαίδευση σχετικά με την ενσωμάτωση των συστημάτων αυτών στον εκπαιδευτικό χώρο. Αναφορικά με την αναζήτηση των επιστημονικών άρθρων, αξιοποιήθηκε το πρωτόκολλο PRISMA καθώς επίσης και μια σειρά προκαθορισμένων κριτηρίων. Στη παρούσα ανασκόπηση συμπεριλήφθηκαν συνολικά 50 μελέτες οι οποίες προέρχονται από τρεις επιστημονικές βάσεις δεδομένων καθώς επίσης και από χειροκίνητη αναζήτηση σε επιστημονικά περιοδικά τα οποία αφορούν το θεματικό πεδίο των ΕΣΔ. Συμπερασματικά, κατά τη διάρκεια της εκπόνησης της παρούσας ανασκόπησης παρατηρήθηκε ότι η ενσωμάτωση των συστημάτων αυτών στα πλαίσια της εκπαίδευσης δεν πρόκειται για μια απλή διαδικασία αλλά τόσο οι εκπαιδευτικοί όσο και οι εκπαιδευόμενοι/ες αναγνωρίζουν τα θετικά χαρακτηριστικά, τη σημαντική επίδραση που ενέχουν καθώς επίσης και τις θετικές αλλαγές που μπορούν να επιφέρουν στο σύνολο της εκπαιδευτικής και παιδαγωγικής διαδικασίας.Intelligent Tutoring Systems (ITS) are systems based on Artificial Intelligence technology which offer personalized and segmented instruction and feedback to each learner based on their personal cognitive needs, inclinations and learning style. The present research is a systematic review of the existing international literature during the period 2012-2022, with the aim of investigating the effect of ITSs on the educational process, the architectural design and instructional design strategies implemented, the way of performing assessment through these systems but also the views of those involved in education regarding the integration of these systems in the educational field. Regarding the search of the scientific articles, the PRISMA protocol was used as well as a series of predefined criteria. Within the framework of the present review, a total of 50 studies were included, from three scientific databases as well as from a manual search of scientific journals that concern the field of ITSs. All in all, during the writing of this review it was observed that the integration of these systems in the context of education is not a simple process, yet both teachers and learners recognize the positive characteristics, the significant effect these systems entail as well as the positive changes which can be brought about the educational and pedagogical process