Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes

Autor/inn/en	Yang, Dandan; Zargar, Elham; Adams, Ashley Marie; Day, Stephanie L.; Connor, Carol McDonald
Titel	Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes
Quelle	In: Assessment for Effective Intervention, 46 (2021) 4, S.292-303 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420941935
Schlagwörter	Electronic Publishing; Books; Computer Assisted Instruction; Reading Processes; Data Collection; Learning Analytics; Alternative Assessment; Predictor Variables; Electronic Learning; Decision Making; Time on Task; Vocabulary Development; Knowledge Level; Elementary School Students; Reading Improvement; Questioning Techniques; Children; Grade 3; Grade 4; Grade 5; Arizona + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Computer based training; Computerunterstützter Unterricht; Leseprozess; Data capture; Datensammlung; Prädiktor; Decision-making; Entscheidungsfindung; Zeitaufwand; Wortschatzarbeit; Wissensbasis; Befragungstechnik; Fragetechnik; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Stealth assessment has been successfully embedded in educational games to measure students' learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students' digital learning outcomes. Utilizing the user log data from third- to fifth-grade students (n = 573) who read an interactive Word Knowledge E-Book, we examined various user log variables and their associations with word knowledge and strategic reading outcomes. Descriptive analysis provided a depiction of the real-time reading processes and behaviors in which students engaged while digitally reading. Multiple regression analysis with classroom fixed effects demonstrated that user log variables relevant to answering questions and making decisions (i.e., percentage of embedded questions answered correctly; number of attempts to answer the questions; and making implausible decisions) were significantly associated with students' word knowledge and strategic reading outcomes. Variables indicating reading time and frequency, however, were not significantly associated with these outcomes. This study highlights the potential of interactive e-books as another digital learning environment to establish stealth assessment, which may allow researchers and educators to track students' reading processes and predict reading outcomes while supporting digital learning. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01