TY - GEN
T1 - Predicting Literacy Skills via Stealth Assessment in a Simple Vocabulary Game
AU - Fang, Ying
AU - Li, Tong
AU - Roscoe, Rod D.
AU - McNamara, Danielle S.
N1 - Funding Information:
Acknowledgements. This research was supported by the Office of Naval Research through Grant N000142012623 and N000141712300. The opinions expressed are those of the authors and do not represent views of the Office of Naval Research.
Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - iSTART is a game-based intelligent tutoring system (ITS) designed to improve students’ reading skills by providing training on reading comprehension strategies. Game-based practice in iSTART follows two main approaches: generative practice and identification practice. Generative practice games ask students to author self-explanations using one or more of the instructed strategies. Identification practice games require students to recognize or select appropriate strategies based on their analysis of example texts. This study explored the feasibility of implementing stealth assessments in iSTART using only an identification game. Specifically, this study examined the extent to which participants’ performance and attitudes related to a simple vocabulary game could predict the outcomes of standardized reading assessments. MTurk participants (N = 211) played identification games in iSTART and then rated their subjective gameplay experience. Participants also completed measures of their vocabulary and reading comprehension skills. Results indicated that participants’ performance in a vocabulary practice game was predictive of literacy skills. In addition, the possibility that students’ attitude towards the game moderated the relation between game performance and literacy skills was ruled out. These findings argue for the feasibility of implementing stealth assessment in simple games to facilitate the adaptivity of ITSs.
AB - iSTART is a game-based intelligent tutoring system (ITS) designed to improve students’ reading skills by providing training on reading comprehension strategies. Game-based practice in iSTART follows two main approaches: generative practice and identification practice. Generative practice games ask students to author self-explanations using one or more of the instructed strategies. Identification practice games require students to recognize or select appropriate strategies based on their analysis of example texts. This study explored the feasibility of implementing stealth assessments in iSTART using only an identification game. Specifically, this study examined the extent to which participants’ performance and attitudes related to a simple vocabulary game could predict the outcomes of standardized reading assessments. MTurk participants (N = 211) played identification games in iSTART and then rated their subjective gameplay experience. Participants also completed measures of their vocabulary and reading comprehension skills. Results indicated that participants’ performance in a vocabulary practice game was predictive of literacy skills. In addition, the possibility that students’ attitude towards the game moderated the relation between game performance and literacy skills was ruled out. These findings argue for the feasibility of implementing stealth assessment in simple games to facilitate the adaptivity of ITSs.
KW - Game-based learning environment
KW - Stealth assessment
KW - iSTART
UR - http://www.scopus.com/inward/record.url?scp=85112827143&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85112827143&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-77873-6_3
DO - 10.1007/978-3-030-77873-6_3
M3 - Conference contribution
AN - SCOPUS:85112827143
SN - 9783030778729
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 32
EP - 44
BT - Adaptive Instructional Systems. Adaptation Strategies and Methods - 3rd International Conference, AIS 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Proceedings
A2 - Sottilare, Robert A.
A2 - Schwarz, Jessica
PB - Springer Science and Business Media Deutschland GmbH
T2 - 3rd International Conference on Adaptive Instructional Systems, AIS 2021, Held as Part of the 23rd HCI International Conference, HCII 2021
Y2 - 24 July 2021 through 29 July 2021
ER -