Chasing Theory with Technology: A Quest to Understand Understanding

Autor/in	McNamara, Danielle S.
Titel	Chasing Theory with Technology: A Quest to Understand Understanding
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 58 (2021) 5-6, S.422-448 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNamara, Danielle S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2021.1917914
Schlagwörter	Educational Research; Reading Comprehension; Difficulty Level; Educational Technology; Technology Uses in Education; Natural Language Processing; Game Based Learning; Computer Simulation; Interaction; Reading Skills; Feedback (Response); Educational Theories; Writing (Composition); Writing Evaluation + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Leseverstehen; Schwierigkeitsgrad; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Natürliche Sprache; Computergrafik; Computersimulation; Interaktion; Reading skill; Lesefertigkeit; Educational theory; Theory of education; Bildungstheorie; Schreibübung
Abstract	An overarching motivation driving my research has been to further our theoretical understanding of how readers successfully comprehend challenging text. This article describes the theoretical origins of this research program and my quest to understand comprehension processes through the use of technology. Coh-Metrix was developed to measure, and in turn facilitate, manipulations of text cohesion and text ease. iSTART was developed to provide students with instruction and practice on how to explain text and more effectively make use of limited prior knowledge. In addition, we have developed technologies to measure and change writing quality, relations between ideas, and emerging text comprehension. More recently, our attention has turned to comprehension of multiple documents. Understanding relations between documents and how comprehension emerges when reading multiple sources is important educationally and socially, where the internet provides a continuous stream of reliable and unreliable sources. Across these topics, my collaborators and I have conducted numerous experimental studies, but a central theme to my work has been the use of technology. This article describes these technologies, including natural language processing, game-based tutoring systems, and computational simulations; how they were informed by theory; and how they have informed my theoretical and practical understandings of language, comprehension, social interactions, and cognition as multilayered and multidimensional within what I refer to as the M&M Framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01