Timing game-based practice in a reading comprehension strategy tutor

Matthew E. Jacovina, G. Tanner Jackson, Erica L. Snow, Danielle McNamara

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

3 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 13th International Conference, ITS 2016, Proceedings
PublisherSpringer Verlag
Pages59-68
Number of pages10
Volume9684
ISBN (Print)9783319395821
DOIs
StatePublished - 2016
Event13th International Conference on Intelligent Tutoring Systems, ITS 2016 - Zagreb, Croatia
Duration: Jun 7 2016Jun 10 2016

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume9684
ISSN (Print)03029743
ISSN (Electronic)16113349

Other

Other13th International Conference on Intelligent Tutoring Systems, ITS 2016
CountryCroatia
CityZagreb
Period6/7/166/10/16

Keywords

  • Comprehension
  • Game-based learning
  • Intelligent Tutoring Systems
  • Motivation

ASJC Scopus subject areas

  • Computer Science(all)
  • Theoretical Computer Science

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  • Cite this

    Jacovina, M. E., Jackson, G. T., Snow, E. L., & McNamara, D. (2016). Timing game-based practice in a reading comprehension strategy tutor. In Intelligent Tutoring Systems - 13th International Conference, ITS 2016, Proceedings (Vol. 9684, pp. 59-68). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9684). Springer Verlag. https://doi.org/10.1007/978-3-319-39583-8_6