Guerra Ernesto, Mellado Guido
Experimental Psycholinguistics Lab, Pontificia Universidad Católica de ChileVillarrica, Chile; Center for Intercultural and Indigenous ResearchVillarrica, Chile.
Experimental Psycholinguistics Lab, Pontificia Universidad Católica de Chile Villarrica, Chile.
Front Hum Neurosci. 2017 Mar 13;11:98. doi: 10.3389/fnhum.2017.00098. eCollection 2017.
In the digital era, tech devices (hardware and software) are increasingly within hand's reach. Yet, implementing information and communication technologies for educational contexts that have robust and long-lasting effects on student learning outcomes is still a challenge. We propose that any such system must a) be theoretically motivated and designed to tackle specific cognitive skills (e.g., inference making) supporting a given cognitive task (e.g., reading comprehension) and b) must be able to identify and adapt to the user's profile. In the present study, we implemented a feedback-based adaptive system called A-book (assisted-reading book) and tested it in a sample of 4th, 5th, and 6th graders. To assess our hypotheses, we contrasted three experimental assisted-reading conditions; one that supported meta-cognitive skills and adapted to the user profile (adaptive condition), one that supported meta-cognitive skills but did not adapt to the user profile (training condition) and a control condition. The results provide initial support for our proposal; participants in the adaptive condition improved their accuracy scores on inference making questions over time, outperforming both the training and control groups. There was no evidence, however, of significant improvements on other tested meta-cognitive skills (i.e., text structure knowledge, comprehension monitoring). We discussed the practical implications of using the A-book for the enhancement of meta-cognitive skills in school contexts, as well as its current limitations and future developments that could improve the system.
在数字时代，科技设备（硬件和软件）越来越触手可及。然而，在教育环境中实施对学生学习成果具有强大且持久影响的信息通信技术仍然是一项挑战。我们提出，任何这样的系统都必须：a）有理论依据，并设计用于解决支持特定认知任务（如阅读理解）的特定认知技能（如推理）；b）必须能够识别并适应用户的个人资料。在本研究中，我们实施了一个名为A-book（辅助阅读书籍）的基于反馈的自适应系统，并在四年级、五年级和六年级学生的样本中进行了测试。为了评估我们的假设，我们对比了三种实验性辅助阅读条件：一种支持元认知技能并适应用户个人资料（自适应条件），一种支持元认知技能但不适应用户个人资料（训练条件），以及一个控制条件。结果为我们的提议提供了初步支持；随着时间的推移，自适应条件下的参与者在推理问题上的准确率得分有所提高，超过了训练组和控制组。然而，没有证据表明在其他测试的元认知技能（即文本结构知识、理解监控）上有显著提高。我们讨论了在学校环境中使用A-book来提高元认知技能的实际意义，以及它目前的局限性和可能改进该系统的未来发展。
