iSTART Therefore I Understand: But Metacognitive Supports Did Not Enhance Comprehension Gains [Konferenzbericht] Paper presented at the International Conference on Artificial Intelligence in Education (18th, 2017).

Autor/inn/en	McCarthy, Kathryn S.; Jacovina, Matthew E.; Snow, Erica L.; Guerrero, Tricia A.; McNamara, Danielle S.
Titel	iSTART Therefore I Understand: But Metacognitive Supports Did Not Enhance Comprehension Gains [Konferenzbericht] Paper presented at the International Conference on Artificial Intelligence in Education (18th, 2017).
Quelle	(2017), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Comprehension; Reading Instruction; Intelligent Tutoring Systems; Reading Strategies; Metacognition; Instructional Effectiveness; Educational Games; High School Students; Self Evaluation (Individuals); Experimental Groups; Control Groups; Comparative Analysis; Pretests Posttests; Statistical Analysis; Reading Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Intelligentes Tutorsystem; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtserfolg; Educational game; Lernspiel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Lesetest
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 stu-dents (n = 234) were either assigned to an iSTART treatment condition or a control condition. Within the iSTART condition, students were assigned to a 2x2 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. [This paper was published in: R. Baker & E. Andre (Eds.), "Proceedings of the 18th International Conference on Artificial Intelligence in Education" (pp. 201-211), Wuhan, China: Springer.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01