TY - GEN
T1 - Timing game-based practice in a reading comprehension strategy tutor
AU - Jacovina, Matthew E.
AU - Jackson, G. Tanner
AU - Snow, Erica L.
AU - McNamara, Danielle
N1 - Publisher Copyright:
© Springer International Publishing Switzerland 2016.
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Comprehension
KW - Game-based learning
KW - Intelligent Tutoring Systems
KW - Motivation
UR - http://www.scopus.com/inward/record.url?scp=84976631782&partnerID=8YFLogxK
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U2 - 10.1007/978-3-319-39583-8_6
DO - 10.1007/978-3-319-39583-8_6
M3 - Conference contribution
AN - SCOPUS:84976631782
SN - 9783319395821
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 59
EP - 68
BT - Intelligent Tutoring Systems - 13th International Conference, ITS 2016, Proceedings
A2 - Stamper, John
A2 - Micarelli, Alessandro
A2 - Panourgia, Kitty
PB - Springer Verlag
T2 - 13th International Conference on Intelligent Tutoring Systems, ITS 2016
Y2 - 7 June 2016 through 10 June 2016
ER -