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Li, Haiying; Gobert, Janice; Dickler, Rachel; Morad, Natali – Grantee Submission, 2018
In the present study, we first examined the formality and use of academic language in students' scientific explanations in the form of written claim, written evidence, and written reasoning (CER). Middle school students constructed explanations within an intelligent tutoring system after completing a virtual science inquiry investigation. Results…
Descriptors: Academic Language, Language Usage, Intelligent Tutoring Systems, Middle School Students
Jacovina, Matthew E.; McNamara, Danielle S. – Grantee Submission, 2017
In this chapter, we describe several intelligent tutoring systems (ITSs) designed to support student literacy through reading comprehension and writing instruction and practice. Although adaptive instruction can be a powerful tool in the literacy domain, developing these technologies poses significant challenges. For example, evaluating the…
Descriptors: Intelligent Tutoring Systems, Literacy Education, Educational Technology, Technology Uses in Education
Kehrer, Paul; Kelly, Kim; Heffernan, Neil – Grantee Submission, 2013
Much of the literature surrounding the effectiveness of intelligent tutoring systems has focused on the type of feedback students receive. Current research suggests that the timing of feedback also plays a role in improved learning. Some researchers have shown that delaying feedback might lead to a "desirable difficulty", where students'…
Descriptors: Homework, Feedback (Response), Grade 7, Mathematics Instruction