TY - JOUR
T1 - Dynamics of learning
T2 - time-varying feedback effects within the intelligent tutoring system of structure strategy (ITSS)
AU - Lee, Jungmin
AU - Chow, Sy Miin
AU - Lei, Puiwa
AU - Wijekumar, Kausalai (Kay)
AU - Molenaar, Peter C.M.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education [grant number R305A080133] and National Science Foundation [grant number IGE-1806874]. The opinions expressed are those of the authors and do not represent views of the Institutes or the U.S. Department of Education.
Funding Information:
This study was funded by the Institute of Education Sciences, U.S. Department of Education (grant number R305A080133) and and National Science Foundation [grant number IGE-1806874].
Publisher Copyright:
© 2021, Association for Educational Communications and Technology.
PY - 2021/12
Y1 - 2021/12
N2 - The intelligent tutoring system of structure strategy (ITSS) is a web-based digital tutoring system proven to be effective in helping students recognize and use text structures to comprehend and recall texts. However, little is known about the dynamic learning processes within the ITSS. This study aims to investigate the effects of feedback dosage on lesson mastery throughout the progression of ITSS lessons. We applied a confirmatory factor analysis and extended vector autoregressive model to assess the dynamic relationships among three tasks embedded within the ITSS and found: (1) significant cross-regression effects among the three reading tasks; (2) distinct effects of feedback dosage on the specific reading task; and (3) different effect sizes of feedback across lessons. Results provide helpful insights on ways to design better modules in further development of the ITSS.
AB - The intelligent tutoring system of structure strategy (ITSS) is a web-based digital tutoring system proven to be effective in helping students recognize and use text structures to comprehend and recall texts. However, little is known about the dynamic learning processes within the ITSS. This study aims to investigate the effects of feedback dosage on lesson mastery throughout the progression of ITSS lessons. We applied a confirmatory factor analysis and extended vector autoregressive model to assess the dynamic relationships among three tasks embedded within the ITSS and found: (1) significant cross-regression effects among the three reading tasks; (2) distinct effects of feedback dosage on the specific reading task; and (3) different effect sizes of feedback across lessons. Results provide helpful insights on ways to design better modules in further development of the ITSS.
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U2 - 10.1007/s11423-021-10049-w
DO - 10.1007/s11423-021-10049-w
M3 - Article
AN - SCOPUS:85117705746
SN - 1042-1629
VL - 69
SP - 2963
EP - 2984
JO - AV communication review
JF - AV communication review
IS - 6
ER -