Personalization of Reading Passages Improves Vocabulary Acquisition

Autor/inn/en	Heilman, Michael; Collins-Thompson, Kevyn; Callan, Jamie; Eskenazi, Maxine; Juffs, Alan; Wilson, Lois
Titel	Personalization of Reading Passages Improves Vocabulary Acquisition
Quelle	In: International Journal of Artificial Intelligence in Education, 20 (2010) 1, S.73-98 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.3233/JAI-2010-0003
Schlagwörter	Incentives; Cognitive Objectives; Intelligent Tutoring Systems; Motivation; Tutors; Vocabulary Development; English (Second Language); Student Motivation; Educational Objectives; Control Groups; Interests; Teaching Methods; Reading Instruction; Undergraduate Students; College Faculty + Suchen Sie Ihr Suchwort? Anreiz; Kognitives Lernziel; Intelligentes Tutorsystem; psychologische; Motivation (psychologisch); Förderlehrer; Lehrender; Tutor; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Educational objective; Bildungsziel; Erziehungsziel; Bildungsinteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Fakultät
Abstract	The REAP tutoring system provides individualized and adaptive English as a Second Language vocabulary practice. REAP can automatically personalize instruction by providing practice readings about topics that match interests as well as domain-based, cognitive objectives. While most previous research on motivation in intelligent tutoring environments has focused on increasing extrinsic motivation, this study focused on increasing personal interest. Students were randomly split into control and treatment groups. The control-condition tutor chose texts to maximize domain-based goals such as the density of practice opportunities for target words. The treatment-condition tutor also preferred texts that matched personal interests. The results show positive effects of personalization, and also demonstrate the importance of negotiating between motivational and domain-based goals. (Contains 5 footnotes, 4 tables, and 2 figures.) (As Provided).
Anmerkungen	IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10