Contrasting Modes of Computer-Based Writing Instruction: Effects on Attitudes and Revising

• In Event: Paper Session: Research on Games

Abstract

This study examined high school students’ attitudes toward automated writing feedback and their influence on students’ revising behaviors. In addition, the study contrasted two different modes for computer-based writing instruction: a traditional essay-based approach and instruction enhanced by strategy lessons and practice games. Students’ attitudes toward the automated feedback were favorable and significantly related to revising. The mode of instruction appeared to influence how attitudes shaped behaviors. Students who engaged in traditional writing-based instruction focused on their own perceived writing abilities when deciding how to revise. Students who also received strategy instruction and game-based practice attended more carefully to the perceived quality of the automated feedback.

Authors

• Rod D. Roscoe, Arizona State University Polytechnic

• Laura K. Allen, Arizona State University

• Adam C Johnson, Arizona State University Polytechnic

• Danielle S. McNamara, Arizona State University