Abstract
This study investigates how students’ prior expectations of technology affect overall learning outcomes across two adaptive systems, one game-based (iSTART-ME) and one non-game based (iSTART-Regular). The current study (n=83) is part of a larger study (n=124) intended to teach reading comprehension strategies to high school students. Results revealed that students’ prior expectations impacted learning outcomes, but only for students who had engaged in the game-based system. Students who reported positive expectations of computer helpfulness at pretest showed significantly higher learning outcomes in the game-based system compared to students who had low expectations of computer helpfulness. The authors discuss how the incorporation of game-based features in an adaptive system may negatively impact the learning outcomes of students with low technology expectations.
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Snow, E.L., Jackson, G.T., Varner, L.K., McNamara, D.S. (2013). Expectations of Technology: A Factor to Consider in Game-Based Learning Environments. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_37
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DOI: https://doi.org/10.1007/978-3-642-39112-5_37
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