Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders.
Abstract: The use of documents to perform tasks is a continuous task demand in the current knowledge‐based society that involves making a series of decisions to self‐regulate the use of text information. Low‐skilled comprehenders have serious problems monitoring and self‐regulating their decisions i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 515 - 526 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662427&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662427 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662427 131662427 131662427 10.1111/jcal.12256 131662427 ppf: 515 ppct: 11 formats: tig: atl: Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders. aug: au: Serrano, M.‐Á. Vidal‐Abarca, E. Ferrer, A. affil: Department of Developmental and Educational Psychology, ERI Lectura, University of Valencia, Spain sug: subj: Reading Spain Teaching Methods Spain Human Spain Analysis of Variance Psychological Tests Pretest-Posttest Design Female Male Funding Source Female Male ab: Abstract: The use of documents to perform tasks is a continuous task demand in the current knowledge‐based society that involves making a series of decisions to self‐regulate the use of text information. Low‐skilled comprehenders have serious problems monitoring and self‐regulating their decisions in these task‐oriented reading situations, which has a negative impact on performance and merits instructional interventions in school settings. Intelligent tutoring systems have emerged as effective tools to teach strategic skills. Herein, we present TuinLECweb, an intelligent tutoring system that teaches monitoring and self‐regulation strategies to young adolescents. Study 1 explores whether high‐skilled and low‐skilled comprehenders respond to the intervention with TuinLECweb differently in terms of task‐oriented reading performance and monitoring accuracy of nonsearch decisions. The results show that the intervention with TuinLECweb primarily benefits low‐skilled comprehenders. Study 2 compares the efficacy of TuinLECweb over a classroom intervention for low‐skilled comprehenders. The results reveal that TuinLECweb training improves monitoring accuracy of nonsearch decisions over and above classroom instruction. Both studies also reveal that low‐skilled comprehenders use the strategies learned beyond the time of training. Our results provide arguments in favour of using computer‐assisted programs in strategy instruction. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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