The effect of online summary assessment and feedback system on the summary writing on 6th graders: The LSA-based technique

Sung, Yao–Ting; Liao, Chia Ning; Chang, Tao; Chen, Chialin; Chang, Kuo En

doi:10.1016/j.compedu.2015.12.003

Cited by 49 publications

(51 citation statements)

References 35 publications

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“…Adams et al (2014) found that practice in identifying, explaining, and correcting errors may help students process decimal problems at a deeper level, and thereby help them overcome misconceptions and build a lasting understanding of decimals. Those results were consistent with the findings of other researchers (Maier et al, 2016;Sung et al, 2016;van der Kleij, Feskens, & Eggen, 2015). Table 4, no significant change in students' perceptions toward mathematics learning was found among the students in both groups.…”

Section: Discussionsupporting

confidence: 83%

“…CAAF has minimized some difficulties by allowing students to individually access interactive materials and obtain just-in-time assistance in different problem-solving processes (Kim & Hannafin, 2011). One of the strengths of CAAF is the provision of a problem-solving guide that provides students with correct knowledge and elaborated explanations of their misconceptions and confusion when they generate errors in different steps of problem-solving (Maier et al, 2016;Sung, Liao, Chang, Chen, & Chang, 2016;van der Kleij et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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“…Secondary and tertiary institutions throughout ASEAN countries have adopted summary writing as a measurement to assess the ability of students in comprehending texts in the English language. Although a substantial number of studies have investigated summary writing, only a handful have initiated innovative techniques that have led to summary writing enhancement (Abdi, Idris, Alguliyev, & Aliguliyev, 2016;Cho, 2012;Friend, 2001;Idris, Baba, & Abdullah, 2011;Ke & Hoey, 2014;Marzec-Stawiarska, 2016;McDonough, Crawford, & De Vleeschauwer, 2014;Sung, Liao, Chang, Chen, & Chang, 2016;Wichadee, 2014;Yang, 2015). Obviously, some students have poor summary writing skill, particularly among English as a second language (ESL) students (Hosseinpur, 2015;Idris et al, 2011;Kim, 2001;McDonough et al, 2014;Wichadee, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Recent interest of researches concerning summary writing has embedded computer technology in the education thread (Abdi et al, 2016;Idris et al, 2011;Sung et al, 2016;Wade-Stein & Kintsch, 2004). Vast research outcomes have typically proven that learners achieve learner autonomy in language learning and significant learning gains via computer-assisted learning (CAL) environment (Mukama, 2009;Ridgway, 1986;Wang, Shang, & Briody, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Studies concerning CAL have escalated in line with technology advancement so as to enhance summary writing skills among students (Abdi et al, 2016;Chiu, 2015;He, Hui, & Quan, 2009;Idris et al, 2011;Sung et al, 2016;Wade-Stein & Kintsch, 2004). CAL instils confidence amidst teachers and students to develop both pedagogical and technological skills (Jeong, 2017;Wang et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The effects of a theory‐based summary writing tool on students' summary writing

Chew

Idris

Loh

et al. 2019

Computer Assisted Learning

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This paper focuses on the design and evaluation of a theory‐based computer‐assisted summary writing learning environment called Summary Writing‐PAL (SW‐PAL). The SW‐PAL was developed based on four aspects: summarizing strategies, learning theories, prior knowledge, and cognitive load. A quasi‐experiment that involved 58 undergraduates majoring in Computer Science was conducted to examine the effectiveness of SW‐PAL in writing summaries. Two intact classes were selected with 28 and 30 students in control and experimental groups, respectively. The conventional teaching approach was employed in the control group, whereas the SW‐PAL was introduced to the experimental group. Pretest and posttest were administrated to both groups. The findings indicated that SW‐PAL improved students' summary writing performance. A significant variance was noted between intrinsic and extraneous cognitive load among students with varying levels of English proficiency in the experimental group, signifying that the SW‐PAL is more suitable for students with lower language proficiency.

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A design experiment on technology‐based learning progress feedback in a graduate‐level online course

Kim

2021

Human Behav and Emerg Tech

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Our literature review has revealed that the definition of learning progress as a function of formative feedback remains unclear, which continues to the lack of well‐reasoned learning progress feedback (LPF) strategies. Also, few scholars have empirically examined student perceptions of informed learning progress in solving a complex problem. The current study aims (a) to generate insights that elaborate LPF in a technology‐enhanced learning environment and (b) to gain better knowledge about LPF design for technology‐enhanced formative assessment and feedback. In this design experiment, we proposed LPF design strategies in five categories. Then, we experimented with two LPF prototypes to see how students reacted to the LPF features and how students perceived the value of LPF feedback. In the context of a graduate‐level online course with 35 student participants, we performed a mixed‐data analysis. Results indicate that students benefited from the two LPF designs to navigate their learning progress. Students' LPF preference appeared to relate to their feedback literacy regarding revision behavior, cognitive progress, and emotional reaction. The current findings lay the groundwork for elaborate LPF models that are pedagogically effective and adaptive to diverse student needs. The proposed LPF design typology and further design suggestions can help advance LPF design experiments and improve technology‐based formative feedback that enables students to pursue mastery.

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The effect of online summary assessment and feedback system on the summary writing on 6th graders: The LSA-based technique

Cited by 49 publications

References 35 publications

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

The effects of a theory‐based summary writing tool on students' summary writing

A design experiment on technology‐based learning progress feedback in a graduate‐level online course

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