Technology supported reading comprehension: a design research of the student mental model analyzer for research and teaching (SMART) technology

Kim, Min Kyu; Gaul, Cassandra; Bundrage, Crystal; Madathany, Reeny J.

doi:10.1080/10494820.2020.1838927

Cited by 3 publications

(3 citation statements)

References 75 publications

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“…The result of the study could lead to a discussion related to the use of online technology in the reading classroom. It adds more evidence to support previous studies (e.g., Nizamuddin et al, 2020;Bolukbas et al, 2011;Constantinescu, 2007;Huang & Hong, 2016;Kim et al, 2020;Murphy, 2007;Stearns, 2012) that also suggested the improvement of language learners' reading comprehension after using online integrated teaching method. The empirical evidence signifies the possibility for the learners to expose to reading sources in online experiences, online steaming lessons, e-books, etc.…”

Section: Discussionsupporting

confidence: 74%

“…Moreover, empirical studies have been conducted to support the use of online technology in reading classrooms (e.g., Nizamuddin et al, 2020;Bolukbas et al, 2011;Constantinescu, 2007;Huang & Hong, 2016;Kim et al, 2020;Murphy, 2007;Stearns, 2012). In detail, since early 2007, technologies such as e-books and the internet were found to benefit the reading classroom as they supported traditional text teaching (Constantinescu, 2007;Murphy, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…In detail, since early 2007, technologies such as e-books and the internet were found to benefit the reading classroom as they supported traditional text teaching (Constantinescu, 2007;Murphy, 2007). In the 2010s, Stearns (2012) (Kim et al, 2020) were also found to benefit reading classrooms. Therefore, the current study integrated an online learning environment into a reading comprehension classroom and presented two purposes: 1) to investigate the effectiveness of an online integrated learning management plan on grade 9 students' reading comprehension and 2) to study the students' satisfaction with the online integrated learning management plan.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension

Wongta

Intasena

Srimunta

2023

JEI

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The purposes of the study were to investigate the effectiveness of an online integrated learning management plan on grade 9 students’ reading comprehension and to study the students’ satisfaction with the online integrated learning management plan. The study was conducted in a one-group experimental design. The participants were 33 grade 9 students in a public school in Thailand. The instruments were a learning management plan designed using the integration of online learning, a reading comprehension test, and a satisfaction questionnaire. The statistics of percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the determining criteria of 75/75 were used to analyze the effectiveness of the treatment. The results indicate the effectiveness of learning management in a reading classroom. Moreover, the online environment also brought about a satisfying learning experience for the participants. The results contribute to the investigation of online integrated learning on reading development as they provide a piece of evidence to support the instructional method in the reading classroom with learners of a certain context.

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Section: Discussionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension

Wongta

Intasena

Srimunta

2023

JEI

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Formative Feedback on Student-Authored Summaries in Intelligent Textbooks Using Large Language Models

Morris,

Crossley,

Holmes

et al. 2024

Int J Artif Intell Educ

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As intelligent textbooks become more ubiquitous in classrooms and educational settings, the need to make them more interactive arises. An alternative is to ask students to generate knowledge in response to textbook content and provide feedback about the produced knowledge. This study develops Natural Language Processing models to automatically provide feedback to students about the quality of summaries written at the end of intelligent textbook sections. The study builds on the work of Botarleanu et al. (2022), who used a Longformer Large Language Model (LLM) to develop a summary grading model. Their model explained around 55% of holistic summary score variance as assigned by human raters. This study uses a principal component analysis to distill summary scores from an analytic rubric into two principal components – content and wording. This study uses two encoder-only classification large language models finetuned from Longformer on the summaries and the source texts using these principal components explained 82% and 70% of the score variance for content and wording, respectively. On a dataset of summaries collected on the crowd-sourcing site Prolific, the content model was shown to be robust although the accuracy of the wording model was reduced compared to the training set. The developed models are freely available on HuggingFace and will allow formative feedback to users of intelligent textbooks to assess reading comprehension through summarization in real time. The models can also be used for other summarization applications in learning systems.

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Fostering Student Agency and Teacher Leadership Through Augmented Reality-Mediated Learning

Tan

Wang

2023

Advances in Media, Entertainment, and the Arts

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There is a rise in the integration of augmented reality (AR) in education in recent years. This emerging medium is less explored in literacy education, yet the new textual form is necessary for adapting to the changes in the world of literacy. The chapter examines students' active use of bodily movement in AR-mediated literacy learning and addresses the issue of the relationships between literacy, body, space, and new media in a primary school classroom in Australia. The findings presented are based on the systemic functional-multimodal discourse analysis of classroom observations. Data includes the multimodal instructions provided by an AR app as well as students' work samples, specifically their AR compositions. These findings provide insights into students' agentive meaning making processes and teachers' leadership in expanding students' metalanguages in AR-mediated learning.

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Technology supported reading comprehension: a design research of the student mental model analyzer for research and teaching (SMART) technology

Cited by 3 publications

References 75 publications

Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension

Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension

Formative Feedback on Student-Authored Summaries in Intelligent Textbooks Using Large Language Models

Fostering Student Agency and Teacher Leadership Through Augmented Reality-Mediated Learning

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