Iterative Design of an Intelligent Tutor for Science Reading Comprehension and Understanding of Visualizations

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: STEM Education and Computational Learning Innovations

Abstract

We report on the iterative development of the Promoting Reading Comprehension and Learning with Multimodal Science Text (PRISM) intervention to improve science reading and visual comprehension for middle school students through web-based and teacher led materials. PRISM uses the Knowledge Acquisition and Transformation (KAT) framework. The ITSS platform provides the foundation of our web-based platform. Science content lessons are based on frequently tested state science standards mapped to a text structure. Five guiding principles were used to develop diagrams for lessons. Teachers were provided professional development. The development team reviewed texts and diagrams for scientific accuracy, clarity, confusing wording, and appropriate difficulty level. Externally, the team sought feedback from teachers across several months. The team also evaluated our assessment measures.

Authors

• Andrea L. Beerwinkle, Sam Houston State University

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Kay Wijekumar, Texas A&M University

• Runzhi Chen, University of Illinois at Urbana-Champaign