Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities

Shamir, Adina; Dushnitzky, Gila

doi:10.1007/978-3-030-20077-0_13

Cited by 4 publications

(3 citation statements)

References 84 publications

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“…C-Me with metacognitive guidance—identical to the software described above, apart from the added metacognitive guidance. The added guidance was based on the Triple A model by Shamir and Dushnitzky (2019): Aim, Action, and Assessment.…”

Section: Methodsmentioning

confidence: 99%

“…According to a recent meta-analysis, metacognitive prompts improve students’ self-regulated learning and learning outcomes in computer-based learning environments, especially task-specific computer-based learning adapted for individual needs and which includes feedback (Guo, 2022). Given that previous studies (e.g., Mevarech & Iddini, 2021; Muis et al., 2015; Shamir & Dushnitzky, 2019) already tested the effects of various types of metacognitive guidance on academic outcomes among young children (with and without special needs), this study tested the effects of task-specific metacognitive guidance and feedback integrated within a technological environment regarding a social-communicational skill.…”

Section: Metacognition Technology and Asdmentioning

confidence: 99%

“…C-Me with metacognitive guidance-identical to the software described above, apart from the added metacognitive guidance. The added guidance was based on the Triple A model byShamir and Dushnitzky (2019): Aim, Action, and Assessment.Aim-we added specific metacognitive guidance to eye contact-making activity using a guiding goal sentence ("Our goal is to look into Superhero's eyes") and a rhyming slogan ("A simple gaze for some praise"), spoken in a childlike voice alongside the voices of the game characters.Action-identical to the other version. Assessment-the childlike voice provided guidance for reflection after making eye contact through instructions such as "Stop and think!…”

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confidence: 99%

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A Metacognitive Technological Intervention for Promoting Eye Contact Among Children With ASD: Preliminary Research Evidence

Shamir

Tova

Horovitz

et al. 2022

Communication Disorders Quarterly

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This preliminary study aimed to examine improvement in eye contact among children with autism spectrum disorder (ASD) following an innovative technological intervention integrated with meta-cognitive guidance. Eighteen ASD participants, ages 5–9, were divided into two equal intervention groups—one received metacognitive guidance, and one did not. An eye-contact assessment was conducted pre intervention and post intervention by tracing the children’s head and eye movements using a built-in laptop camera. The intervention included six 30-min sessions in which the participants played a computer game (C-Me) that required them to make eye contact with cartoon characters who needed assistance in solving a problem or completing a task. The results indicate that the technological intervention effectively promoted eye contact among all participants, especially those in the metacognitive intervention group.

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Section: Methodsmentioning

confidence: 99%