Project Activities
Structured Abstract
Setting
Sample
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project will be information about which components and design features of the iSTART-ME system are best suited to support the adaptive use of this ITS in classroom contexts. Peer-reviewed publications will also be produced.
Book chapter
Johnson, A.M., Jacovina, M.E., Russell, D.G., and Soto, C.M. (2017). Challenges and Solutions When Using Technologies in the Classroom. Adaptive Educational Technologies for Literacy Instruction. Taylor & Francis eBooks.
Crossley, S.A. and McNamara, D.S. (2017). Educational Technologies and Literacy Development. Adaptive Educational Technologies for Literacy Instruction. Taylor & Francis eBooks.
Jacovina, M. E., and McNamara, D. S. (in press). Intelligent Tutoring Systems for Literacy: Existing Technologies and Continuing Challenges. Intelligent Tutoring+Systems: Structure, Applications and Challenges.
McNamara, D. S., Allen, L. K., Crossley, S. A., Dascalu, M., and Perret, C. A. (2017). Natural Language Processing and Learning Analytics. Handbook of Learning Analytics and Educational Data Mining.
Snow, E.L., Jacovina, M.E., Jackson, G.T., and McNamara, D.S. (2017). iSTART-2: A Reading Comprehension and Strategy Instruction Tutor. Adaptive Educational Technologies for Literacy Instruction. Jul 2016: Taylor & Francis eBooks.
Stone, M., Kent, K., Roscoe, R., Corley, K.M., Allen, L.K., and McNamara, D.S. (2017). The Design Implementation Framework: Iterative Design from the Lab to the Classroom. End-User Considerations in Educational Technology Design.
Journal article, monograph, or newsletter
Higgs, K., Magliano, J.P., Vidal-Abarca, E., Martinez, T., and McNamara, D.S. (2015). Bridging Skill and Task-Oriented Reading. Discourse Processes, 54(1): 19-39.
Jackson, T.G., Boonthum-Denecke, C., and McNamara, D.S. (2015). Natural Language Processing and Game-Based Practice in iSTART. Journal of Interactive Learning Research, 28(2): 189-208.
McNamara, D.S. (2017). Self-Explanation and Reading Strategy Training (SERT) Improves Low-Knowledge Students' Science Course Performance. Discourse Processes.
Snow, E.L., Likens, A.D., Allen, L.K., and McNamara, D.S. (2016). Taking Control: Stealth Assessment of Deterministic Behaviors Within a Game-Based System. International Journal of Artificial Intelligence in Education, 26: 1011-1032.
Weston-Sementelli, J.L., Allen, L.K., and McNamara, D.S. (2016). Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks. International Journal of Artificial Intelligence in Education: 1-32.
Proceeding
Allen, L.K., Jacovina, M.E., and McNamara, D.S. (2016). Cohesive Features of Deep Text Comprehension Processes. In 38th Annual Conference of the Cognitive Science Society. Philadelphia, PA: Cognitive Science Society.
Supplemental information
Co-Principal Investigator: Tanner Jackson
Research and Design Methods: Researchers will conduct a series of five targeted experiments in Years 1 and 2 that utilize all or parts of the iSTART-ME system. The targeted experiments will systematically explore the effects of different types of game elements, and how such elements can be combined with pedagogical practices to yield effective and motivating learning environments. Follow-up studies will be conducted to isolate particular effects and address alternative explanations. The targeted experiments will lead to a classroom-based study in Year 3 in which researchers will observe the use of iSTART-ME in schools. During the ecological study, researchers will collect qualitative and observational data to help understand the implementation of iSTART-ME within the real-world constraints and needs of the classroom. Researchers will use a variety of methodologies, including teacher focus groups, student focus groups, and classroom observations.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
