Using an Additive Factor Model and Performance Factor Analysis to Assess Learning Gains in a Tutoring System to Help Adults with Reading Difficulties [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (10th, Wuhan, China, Jun 25-28, 2017).

Autor/inn/en	Shi, Genghu; Pavlik, Philip, Jr.; Graesser, Arthur
Titel	Using an Additive Factor Model and Performance Factor Analysis to Assess Learning Gains in a Tutoring System to Help Adults with Reading Difficulties [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (10th, Wuhan, China, Jun 25-28, 2017).
Quelle	(2017), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intelligent Tutoring Systems; Educational Technology; Technology Uses in Education; Program Effectiveness; Adult Learning; Reading Difficulties; Reading Skills; Skill Development; Adult Literacy; Foreign Countries; Reading Comprehension; Georgia (Atlanta); Canada (Toronto) + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adulte education; Adult training; Erwachsenenbildung; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Leseverstehen
Abstract	After developing an intelligent tutoring system (ITS), or any other class of learning environments, one of the first questions that should be asked is whether the system was effective in helping students learn the targeted skills or subject matter. In this study, we employed two educational data mining models (Additive Factor Model, AFM and Performance Factor Analysis, PFA) which are available in Datashop (LearnSphere) to assess the learning gains on 5 theoretical levels of adults. With AFM, for the KC models tested, the results showed positive learning gains for the Rhetorical Structure knowledge component in contrast, for the PFA model, adults did not learn from either successes or failures. [This paper was published in: X. Hu, T. Barnes, A. Hershkovitz, L. Paquette (Eds), "Proceedings of the 10th International Conference on Educational Data Mining" (pp.376-377). Wuhan, China: EDM Society.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01