Now We're Talkin': Leveraging the Power of Natural Language Processing to Inform ITS Development [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (7th, 2014).

Autor/inn/en	Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S.
Titel	Now We're Talkin': Leveraging the Power of Natural Language Processing to Inform ITS Development [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (7th, 2014).
Quelle	(2014), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Natural Language Processing; Reading Comprehension; Linguistics; Predictor Variables; Reading Skills; Intelligent Tutoring Systems; High School Students; Urban Schools; Educational Technology; Technology Uses in Education; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Natürliche Sprache; Leseverstehen; Linguistik; Prädiktor; Reading skill; Lesefertigkeit; Intelligentes Tutorsystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In the current study, we utilize natural language processing techniques to examine relations between the linguistic properties of students' self-explanations and their reading comprehension skills. Linguistic features of students' aggregated self-explanations were analyzed using the Linguistic Inquiry and Word Count (LIWC) software. Results indicated that linguistic properties of self-explanations were predictive of reading comprehension ability. The results suggest that natural language processing techniques can serve as stealth assessments of abilities within intelligent tutoring systems. [This paper was published in: "Proceedings of the Seventh International Conference on Educational Data Mining (7th, 2014)" pp. 401-402 (see ED558339).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01