TY - GEN
T1 - iSTART therefore I understand
T2 - 18th International Conference on Artificial Intelligence in Education, AIED 2017
AU - McCarthy, Kathryn S.
AU - Jacovina, Matthew E.
AU - Snow, Erica L.
AU - Guerrero, Tricia A.
AU - McNamara, Danielle
N1 - Funding Information:
This research was supported in part by the Institute of Education Sciences (R305A130124). Any opinions, conclusions, or recommendations expressed are those of the authors and do not necessarily represent views of the IES.
Publisher Copyright:
© Springer International Publishing AG 2017.
PY - 2017
Y1 - 2017
N2 - iSTART is an intelligent tutoring system designed to provide self-explanation instruction and practice to improve students’ comprehension of complex, challenging text. This study examined the effects of extended game-based practice within the system as well as the effects of two metacognitive supports implemented within this practice. High school students (n = 234) were either assigned to an iSTART treatment condition or a control condition. Within the iSTART condition, students were assigned to a 2 × 2 design in which students provided self-assessments of their performance or were transferred to Coached Practice if their performance did not reach a certain performance threshold. Those receiving iSTART training produced higher self-explanation and inference-based comprehension scores. However, there were no direct effects of either metacognitive support on these learning outcomes.
AB - iSTART is an intelligent tutoring system designed to provide self-explanation instruction and practice to improve students’ comprehension of complex, challenging text. This study examined the effects of extended game-based practice within the system as well as the effects of two metacognitive supports implemented within this practice. High school students (n = 234) were either assigned to an iSTART treatment condition or a control condition. Within the iSTART condition, students were assigned to a 2 × 2 design in which students provided self-assessments of their performance or were transferred to Coached Practice if their performance did not reach a certain performance threshold. Those receiving iSTART training produced higher self-explanation and inference-based comprehension scores. However, there were no direct effects of either metacognitive support on these learning outcomes.
KW - Game-based practice
KW - Intelligent tutoring systems
KW - Metacognition
KW - Reading comprehension
KW - Strategy-based learning
UR - http://www.scopus.com/inward/record.url?scp=85022225323&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85022225323&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-61425-0_17
DO - 10.1007/978-3-319-61425-0_17
M3 - Conference contribution
AN - SCOPUS:85022225323
SN - 9783319614243
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 201
EP - 211
BT - Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
A2 - Andre, Elisabeth
A2 - Hu, Xiangen
A2 - Rodrigo, Ma. Mercedes T.
A2 - du Boulay, Benedict
A2 - Baker, Ryan
PB - Springer Verlag
Y2 - 28 June 2017 through 1 July 2017
ER -