Timing Game-Based Practice in a Reading Comprehension Strategy Tutor

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• 关键词：Game ; based learning ; Intelligent Tutoring Systems ; Comprehension ; Motivation
• 刊名：Lecture Notes in Computer Science
• 出版年：2016
• 出版时间：2016
• 年：2016
• 卷：9684
• 期：1
• 页码：59-68
• 全文大小：387 KB
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• 作者单位：Matthew E. Jacovina (16)
  G. Tanner Jackson (17)
  Erica L. Snow (18)
  Danielle S. McNamara (16)
  
  16. Institute for the Science of Teaching and Learning, Arizona State University, Tempe, AZ, 85287, USA
  17. Cognitive Science, Educational Testing Service, Princeton, NJ, 08541, USA
  18. SRI International, Menlo Park, CA, 94025, USA
  
• 丛书名：Intelligent Tutoring Systems
• ISBN：978-3-319-39583-8
• 刊物类别：Computer Science
• 刊物主题：Artificial Intelligence and Robotics
  Computer Communication Networks
  Software Engineering
  Data Encryption
  Database Management
  Computation by Abstract Devices
  Algorithm Analysis and Problem Complexity
  
• 出版者：Springer Berlin / Heidelberg
• ISSN：1611-3349
• 卷排序：9684

文摘

Game-based practice within Intelligent Tutoring Systems (ITSs) can be optimized by examining how properties of practice activities influence learning outcomes and motivation. In the current study, we manipulated when game-based practice was available to students. All students (n = 149) first completed lesson videos in iSTART-2, an ITS focusing on reading comprehension strategies. They then practiced with iSTART-2 for two 2-hour sessions. Students’ first session was either in a game or nongame practice environment. In the second session, they either switched to the alternate environment or remained in the same environment. Students’ comprehension was tested at pretest and posttest, and motivational measures were collected. Overall, students’ comprehension increased from pretest to posttest. Effect sizes of the pretest to posttest gain suggested that switching from the game to nongame environment was least effective, while switching from a nongame to game environment or remaining in the game environment was more effective. However, these differences between the practice conditions were not statistically significant, either on comprehension or motivation measures, suggesting that for iSTART-2, the timing of game-based practice availability does not substantially impact students’ experience in the system.