Literaturnachweis - Detailanzeige
Autor/inn/en | Roscoe, Rod D.; Allen, Laura K.; McNamara, Danielle S. |
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Titel | Contrasting Writing Practice Formats in a Writing Strategy Tutoring System |
Quelle | In: Journal of Educational Computing Research, 57 (2019) 3, S.723-754 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0735-6331 |
DOI | 10.1177/0735633118763429 |
Schlagwörter | High School Students; Writing Instruction; Computer Assisted Instruction; Writing Strategies; Intelligent Tutoring Systems; Essays; Educational Games; Writing Skills; Writing Attitudes; Reading Tests; Gates MacGinitie Reading Tests High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Computer based training; Computerunterstützter Unterricht; Schreibtechnik; Intelligentes Tutorsystem; Essay; Aufsatzunterricht; Educational game; Lernspiel; Writing skill; Schreibfertigkeit; Lesetest |
Abstract | A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students' beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, "multiple forms" of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats. [For the grantee submission, see ED590415.] (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |