Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System

Abstract

This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to college students. The system, called mediamatrix, offers internet delivery of relatively traditional textbook content using highly individualized and adaptive tutorial and assessment procedures (Ray, 1995a;1995b, 2004. Extant and new research on the effectiveness of this system is presented, with particular emphasis on a preliminary study of students in two small sections of an introductory psychology course. students were evaluated during early (pre) and late (post) portions of the semester using two equivalent forms of a specially constructed saT/GRE type reading comprehension test. a statistically significant 17% gain from pre-to-post reading comprehension scores was observed, suggesting that both the behavioral model and the mediamatrix strategies and tactics for shaping such higher order behaviors merit further research. Practical implications of teaching both specific course content and higher order behaviors such as reading comprehension without direct teacher contact are especially noted.outside of the growing body of literature on various types of relational frames (cf. hayes, Barnes-holmes, & Roche, 2001) the behavioral literature is relatively sparse in contributing to our understanding (and engineering) of what is sometimes called "higher order classes of behavior" (Catania, 1998). one of the originating exemplars of higherorder behavior classes is harlow's learning set phenomenon, which he originally described as "the learning how to learn efficiently in the Portions of the current study were presented in a symposium paper in 2004 at the Boston meetings of the association for Behavior analysis. The mediamatrix adaptive software system described in this paper is owned and copyrighted by (ai) 2 , inc., a company partly owned and operated by Roger Ray.

An investigation of scaffolded reading on EFL hypertext comprehension

“…In addition, a significantly strong and positive correlation was found between the usefulness of hypertext reading and attempt of future usage, suggesting that the majority of students intended to use the hypertext system in their future reading, but that the degree of usefulness of hypertext reading was not reliably predicted by their hypertext comprehension scores. Although research has clearly illustrated that individual hypertext reading can positively impact reading comprehension (Chen et al, 2011;Huang et al, 2009;MacArthur & Haynes, 1995;Ray, 2004;Ray & Belden, 2007), the current investigation did not identify a significant relationship between hypertext reading and reading achievement. As such, it is important to explore the drawbacks of hypertext reading.…”

“…For over a decade, educational technologists have studied the uses and effects of hypertexts and have been centrally concerned with the role of hypertexts as a replacement for traditional printed texts (Eveland & Dunwoody, 2002). Thus, numerous studies have been conducted in testing the unique contributions that hypertexts can make to the comprehension process, showing that students attain significantly higher comprehension scores by reading the hypertext version and that they also state a preference for that mode over the print version (Chen et al, 2011;Huang et al, 2009;MacArthur & Haynes, 1995;Ray, 2004;Ray & Belden, 2007). However, relatively few studies have reported the effect of hypertext reading on reading comprehension in the EFL context (Coiro & Dobler, 2007;Huang, Chern, & Lin, 2009).…”

“…Although comprehending a hypertext as an "analog to traditional reading environments" (Lawless & Kulikowich, 1996, p. 385) requires the same cognitive processes involved in reading a printed text, hypertexts differ dramatically from traditional texts in that they provide readers with the opportunity to interact with the text (Lawless, Brown, Mills, & Mayall, 2003). Hypertexts in particular provide new text formats, new purposes for reading, and new ways to interact with information that can help to extract meaning from traditional paper-based texts to attain higher comprehension scores and degree of satisfaction (Chen et al, 2011;Huang, Chern, & Lin, 2009;MacArthur & Haynes, 1995;Ray, 2004;Ray & Belden, 2007).…”

“…printed text, hypertexts differ dramatically from traditional texts in that they provide readers with the opportunity to interact with the text (Lawless, Brown, Mills, & Mayall, 2003). Hypertexts in particular provide new text formats, new purposes for reading, and new ways to interact with information that can help to extract meaning from traditional paper-based texts to attain higher comprehension scores and degree of satisfaction (Chen et al, 2011;Huang, Chern, & Lin, 2009;MacArthur & Haynes, 1995;Ray, 2004;Ray & Belden, 2007).Since hypertext is likely to become more dominant in the future, few attempts have been made to examine non-traditional EFL students' attitudes towards their e-learning experience and its impact on their reading outcomes. Non-traditional students in Taiwan are older and have more social and working experiences than traditional students.…”

Interteaching: Bringing Behavioral Education Into the 21st Century

“…First, the teacher constructs a preparation (prep) guide 1 consisting of questions designed to guide students through a reading assignment. The questions cover a range of formats, often proceeding from simpler definitional-type questions to more complex application and synthesis questions (thus, using a shaping-type format that Skinner, 1954Skinner, /1999, noted was absent from most teaching methods; see also Bloom, 1956;Ray & Belden, 2007). Usually, a prep guide contains 10 to 12 items, each of which may consist of more than one question, and covers 10 to 15 pages of material, although that number may vary depending on a number of factors (e.g., complexity of the material, number of days between classes).…”