Game Performance as a Measure of Comprehension and Skill Transfer [Konferenzbericht] Paper presented at the Florida Artificial Intelligence Research Society Conference (26th, 2013).

Autor/inn/en	Jackson, G. Tanner; Snow, Erica L.; Varner, Laura K.; McNamara, Danielle S.
Titel	Game Performance as a Measure of Comprehension and Skill Transfer [Konferenzbericht] Paper presented at the Florida Artificial Intelligence Research Society Conference (26th, 2013).
Quelle	(2013), (6 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; Educational Games; Reading Comprehension; High School Students; Program Effectiveness; Reading Skills; Drills (Practice); Computer Games + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational game; Lernspiel; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading skill; Lesefertigkeit; Computer game; Computerspiel; Computerspiele
Abstract	Intelligent Tutoring Systems (ITSs) have begun to develop hybrid systems that balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment developed on top of an existing ITS for reading comprehension (iSTART). In an 11 session lab-based study, 40 high school students interacted with the full iSTART-ME system and completed comprehension measures at multiple time points (pretest, posttest, retention, and transfer). The current work examined students' comprehension outcomes and how they were related to performance within three integrated practice methods: Coached Practice (non-game), Showdown (game-based), and Map Conquest (game-based). Results indicate that performance within the game-based practice environments was positively related to comprehension outcomes, whereas performance within the non-game environment had no relation to subsequent comprehension measures. [This paper was published in: "Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference" (p.497-502). Association for the Advancement of Artificial Intelligence, 2013.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01