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 Scopus citations

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

Keywords

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

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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  • 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