Students’ Academic Language Use When Constructing Scientific Explanations in an Intelligent Tutoring System

Li, Haiying; Gobert, Janice D.; Dickler, Rachel; Morad, Natali

doi:10.1007/978-3-319-93843-1_20

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…Our AMLTS affective interaction design significantly improves learner engagement, collaborative discussion, and language learning performance, which is consistent with previous studies ( Li et al, 2018 ; Mosa et al, 2018 ; Bakeer and Abu-Naser, 2019 ; Tafazoli et al, 2019 ; Demir, 2020 ). The results indicated that both the pretest and posttest results were significantly improved in the AMLTS.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

Affective Mobile Language Tutoring System for Supporting Language Learning

Lin

Wang

et al. 2022

Front. Psychol.

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Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system (AMLTS) was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted via two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition.

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Section: Conclusion and Discussionsupporting

confidence: 90%

Affective Mobile Language Tutoring System for Supporting Language Learning

Lin

Wang

et al. 2022

Front. Psychol.

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“…Automated assessment techniques that attend to different components of written language (i.e., syntax, coherence, etc.) can be used to assess the quality of language use within written scientific explanations (Li, Gobert, Dickler, & Morad, 2018; Wiley et al, 2017). Automated text analysis tools, such as Coh-Metrix (Graesser et al, 2014), capture different components of written language.…”

Section: Automated Assessment For Writingmentioning

confidence: 99%

“…Coh-Metrix can extract hundreds of language features at multiple textual levels from the word level to the sentence, paragraph, text, and genre (Graesser & McNamara, 2011). Although Coh-Metrix can assess the cohesion, causality, and lexical diversity of written explanations (Li, Gobert, Dickler, & Morad, 2018; Wiley et al, 2017), its performance is generally lower than the regular expression approaches (Li et al, 2017a). Because linguistic features do not attend to the content of student writing (they focus solely on the use of language), these features are limited in terms of their ability to capture the variety of issues students confront when writing scientific explanations.…”

Section: Automated Assessment For Writingmentioning

confidence: 99%

Advanced Educational Technology for Science Inquiry Assessment

Gobert

Graesser

et al. 2018

Policy Insights from the Behavioral and Brain Sciences

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“…O processo de escrita acadêmica, entretanto, é uma tarefa desafiadora, sendo notórias as dificuldades apresentadas pelos alunos para organizar, escrever e revisar os seus textos. Neste sentido, é necessário considerar que os primeiros contatos dos estudantes com a escrita científica ocorrem no ambiente acadêmico, onde grande parte deles apresenta significativa inexperiência quanto aos gêneros, procedimentos e convenções acadêmicas (LI et al, 2018) KAUF, 2018). Desta forma, no momento em que o aluno confronta-se com a necessidade de construir um texto acadêmico, ele percebe que esta atividade demanda conhecimentos mais específicos e aprofundados do que a escrita cotidiana (LIN; LIU; WANG, 2017) (LI et al, 2018).…”

Section: Introductionunclassified

Sistemas Tutores Inteligentes voltados ao apoio da escrita acadêmica: uma revisão sistemática

2021

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As habilidades de escrita representam uma parte crítica da comunicação durante a trajetória acadêmica dos estudantes, uma vez que trata de uma competência imprescindível aos estudantes, pois é por meio dela que ocorre a socialização e o reconhecimento dos discentes em suas áreas. Sabe-se, no entanto, que a produção da escrita acadêmica não é uma tarefa fácil. Neste sentido, este artigo apresenta uma revisão sistemática da literatura que busca identificar os estudos relevantes no que tange à utilização da tecnologia conhecida como sistema tutor inteligente como forma de apoio à escrita acadêmica. Esta revisão foi fundamentada nas diretrizes propostas por Kitchenham, contemplando buscas em repositórios científicos relevantes. Foram encontradas lacunas capazes de representar um campo fértil de pesquisa e desenvolvimento, como a ausência de aplicação de sistemas tutores inteligentes para auxiliar a escrita de projetos de pesquisa.

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Students’ Academic Language Use When Constructing Scientific Explanations in an Intelligent Tutoring System

Cited by 8 publications

References 17 publications

Affective Mobile Language Tutoring System for Supporting Language Learning

Affective Mobile Language Tutoring System for Supporting Language Learning

Advanced Educational Technology for Science Inquiry Assessment

Sistemas Tutores Inteligentes voltados ao apoio da escrita acadêmica: uma revisão sistemática

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