TuinLEC, an intelligent tutoring system to improve reading literacy skills / TuinLEC, un tutor inteligente para mejorar la competencia lectora

Abstract

This study describes an intelligent tutoring system to improve reading literacy skills called TuinLEC and it presents the results of its application to a group of sixth grade students. TuinLEC adopts the reading literacy theoretical framework of PISA (Program for International Students Assessment, OECD, 2009). TuinLEC includes eight lessons distributed in two phases, one for modeling and guided practice, and the second for independent practice. TuinLEC interacts with every student and it provides help and feedback for the task in a game-like environment. Half of the students were taught with TuinLEC, whereas the other half served as the control group. Children in both groups were paired according to reading comprehension scores. We measured students' reading literacy skills after intervention, which showed that the experimental group significantly outperformed the control group. Students who were taught with TuinLEC were also given a questionnaire measuring satisfaction, usability, and self-efficacy; TuinLEC scored positively in all these measurements. We discuss how TuinLEC can improve the reading literacy skills of sixth-graders as well as the contribution of intelligent tutoring systems to instructional interventions.

To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill

“…Although similar findings have been found in recent computerized intervention studies on taskoriented strategies in primary school students (Serrano, Vidal-Abarca & Ferrer, 2018;Vidal_Abarca, Gilabert, Ferrer, et al, 2014), this effect would require further systematic investigation in different learning contexts and different learners' populations.…”

Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment

“…In addition, two exclusion criteria were determined. Self-identified PISA articles refer to research that uses part of the study's material for a small independent sample (e.g., Vidal-Abarca, et al, 2014). Such articles, as well as commentaries on previous articles published in an academic journal, were excluded from the database.…”

Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders

“…A study by Vidal-Abarca et al (2014) showed the efficacy of an intervention with TuinLEC (the previous version of TuinLECweb) to improve task-oriented reading performance in sixth-grade students.…”

“…A study byVidal-Abarca et al (2014) showed the efficacy of an intervention with TuinLEC (the previous version of TuinLECweb) to improve task-oriented reading performance in sixth-grade students.However, important issues remain in need of further investigation, including (a) how students with different comprehension skills respond to TuinLECweb, not only in terms of performance but also in terms ofmonitoring accuracy and (b) the efficacy of this computer-based intervention compared with traditional classroom instruction. The first question is especially relevant because individuals with different comprehension levels differ in their use of task-oriented reading strategies (Cataldo & Oakhill, 2000; Maki et al, 2005; Vidal-Abarca et al, 2010) and…”