A Dynamic Analysis of Lesson Progression Within the Intelligent Tutoring System of the Structure Strategy (ITSS)

• In Event: AERA Poster Session 10
  In Poster Session: Division D Section 1 Poster Session 3

Abstract

The Intelligent Tutoring System of Structure Strategy (ITSS) is a web-based digital tutoring system proven to be effective in helping students recognize and use text structures to comprehend and recall texts. This study aims to investigate the effects of feedback dosage on lesson mastery throughout the progression of ITSS lessons. We applied a confirmatory factor analysis and vector autoregressive model to assess the dynamic relationships among three tasks embedded within the ITSS and found: (1) significant cross-regression effects among the three reading tasks; and (2) distinct effects of feedback dosage on the three reading tasks. Results provide helpful insights on ways to enhance the type and amount of feedback provided within the ITSS.

Authors

• Jungmin Lee, The Pennsylvania State University

• Sy-Miin Chow, The Pennsylvania State University

• Pui-Wa Lei, The Pennsylvania State University

• Kausalai K. Wijekumar, Texas A&M University - College Station

• Peter Molenaar, The Pennsylvania State University