iSTART therefore I understand

But metacognitive supports did not enhance comprehension gains

Kathryn S. McCarthy, Matthew E. Jacovina, Erica L. Snow, Tricia A. Guerrero, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
PublisherSpringer Verlag
Pages201-211
Number of pages11
Volume10331 LNAI
ISBN (Print)9783319614243
DOIs
StatePublished - 2017
Event18th International Conference on Artificial Intelligence in Education, AIED 2017 - Wuhan, China
Duration: Jun 28 2017Jul 1 2017

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume10331 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other18th International Conference on Artificial Intelligence in Education, AIED 2017
CountryChina
CityWuhan
Period6/28/177/1/17

Fingerprint

Students
Self-assessment
Intelligent Tutoring Systems
Direct Effect
Intelligent systems
Game
Text
Learning
Training
Design

Keywords

  • Game-based practice
  • Intelligent tutoring systems
  • Metacognition
  • Reading comprehension
  • Strategy-based learning

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

Cite this

McCarthy, K. S., Jacovina, M. E., Snow, E. L., Guerrero, T. A., & McNamara, D. (2017). iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings (Vol. 10331 LNAI, pp. 201-211). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10331 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-319-61425-0_17

iSTART therefore I understand : But metacognitive supports did not enhance comprehension gains. / McCarthy, Kathryn S.; Jacovina, Matthew E.; Snow, Erica L.; Guerrero, Tricia A.; McNamara, Danielle.

Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI Springer Verlag, 2017. p. 201-211 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10331 LNAI).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

McCarthy, KS, Jacovina, ME, Snow, EL, Guerrero, TA & McNamara, D 2017, iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. in Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. vol. 10331 LNAI, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10331 LNAI, Springer Verlag, pp. 201-211, 18th International Conference on Artificial Intelligence in Education, AIED 2017, Wuhan, China, 6/28/17. https://doi.org/10.1007/978-3-319-61425-0_17
McCarthy KS, Jacovina ME, Snow EL, Guerrero TA, McNamara D. iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI. Springer Verlag. 2017. p. 201-211. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-319-61425-0_17
McCarthy, Kathryn S. ; Jacovina, Matthew E. ; Snow, Erica L. ; Guerrero, Tricia A. ; McNamara, Danielle. / iSTART therefore I understand : But metacognitive supports did not enhance comprehension gains. Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI Springer Verlag, 2017. pp. 201-211 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).
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