Öz
Kaynakça
- Burns, H. L. and Capps, C. G. (2013). Foundations of intelligent tutoring systems: An introduction. In: Polson, M. C. and Richardson, J. J. (eds.), Foundations of intelligent tutoring systems. Hillsdale, NJ: Lawrence Erlbaum, pp. 1-19.
- Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems. In Handbook of human-computer interaction (pp. 849-874). North-Holland.
- Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British journal of nursing, 17(1), 38-43.
- Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers & Education, 103900. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
- Guthrie, J. T., McRae, A., Coddington, C. S., Lutz Klauda, S., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low-and high-achieving readers. Journal of Learning disabilities, 42(3), 195-214.
- Hawkins, R. O., Hale, A., Sheeley, W., & Ling, S. (2011). Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers. Psychology in the Schools, 48(1), 59-77.
- Heilman, M., Collins-Thompson, K., Callan, J., & Eskenazi, M. (2006). Classroom success of an Intelligent Tutoring System for lexical practice and reading comprehension. In Ninth International Conference on Spoken Language Processing.
- Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of educational psychology, 106(4), 901.
- Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research.
- Phobun, P., & Vicheanpanya, J. (2010). Adaptive intelligent tutoring systems for e-learning systems. Procedia-Social and Behavioral Sciences, 2(2), 4064-4069.
- Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning. Journal of Educational Psychology, 105(4), 970.
- Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, 106(2), 331.
- Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21(4), 317-347.
- What Works Clearinghouse. (2010). WWC intervention report high school math: Carnegie Learning Curricula and Cognitive Tutor software.
- Xu, Z., Wijekumar, K., Ramirez, G., Hu, X., & Irey, R. (2019). The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis. British Journal of Educational Technology, 50(6), 3119-3137.
Öz
Intelligent Tutoring Systems (ITS), the product of collaborative work of researchers in Education, Psychology and Artificial Intelligence, are effective learning systems produced for individualized and adaptive learning. ITS differ from traditional computer-assisted learning with one main feature: The system can change itself according to data it gets from students and teachers. These systems have been frequently used in the development of reading comprehension and their effects have been proven. Therefore, in this study, it is aimed to review and critically evaluate the studies on the development of reading comprehension skill with Intelligent Tutoring Systems. the method of this study is systematic review and Experimental studies conducted in primary and secondary education with mother tongue related to reading comprehension and ITS are included to review. Conclusions indicate that Intelligent Tutoring Systems are more effective than the traditional teaching methods in developing reading comprehension skills, a variety of software used as ITS but Intelligent Tutoring System for the Text Structure Strategy is the most common one in studies, and the results are differed in favor of low-reading level students.
Anahtar Kelimeler
Intelligent Tutoring ITS Reading Comprehension Systematic Review
Kaynakça
- Burns, H. L. and Capps, C. G. (2013). Foundations of intelligent tutoring systems: An introduction. In: Polson, M. C. and Richardson, J. J. (eds.), Foundations of intelligent tutoring systems. Hillsdale, NJ: Lawrence Erlbaum, pp. 1-19.
- Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems. In Handbook of human-computer interaction (pp. 849-874). North-Holland.
- Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British journal of nursing, 17(1), 38-43.
- Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers & Education, 103900. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
- Guthrie, J. T., McRae, A., Coddington, C. S., Lutz Klauda, S., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low-and high-achieving readers. Journal of Learning disabilities, 42(3), 195-214.
- Hawkins, R. O., Hale, A., Sheeley, W., & Ling, S. (2011). Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers. Psychology in the Schools, 48(1), 59-77.
- Heilman, M., Collins-Thompson, K., Callan, J., & Eskenazi, M. (2006). Classroom success of an Intelligent Tutoring System for lexical practice and reading comprehension. In Ninth International Conference on Spoken Language Processing.
- Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of educational psychology, 106(4), 901.
- Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research.
- Phobun, P., & Vicheanpanya, J. (2010). Adaptive intelligent tutoring systems for e-learning systems. Procedia-Social and Behavioral Sciences, 2(2), 4064-4069.
- Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning. Journal of Educational Psychology, 105(4), 970.
- Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, 106(2), 331.
- Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21(4), 317-347.
- What Works Clearinghouse. (2010). WWC intervention report high school math: Carnegie Learning Curricula and Cognitive Tutor software.
- Xu, Z., Wijekumar, K., Ramirez, G., Hu, X., & Irey, R. (2019). The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis. British Journal of Educational Technology, 50(6), 3119-3137.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 22 Aralık 2020 |
| Kabul Tarihi | 21 Ekim 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 2 Sayı: 2 |
