| Autor: |
Ka Rene Grimes, Soyoung Park, Amanda McClelland, Jiyeon Park, Young Ri Lee, Maryam Nozari, Zainab Umer, Brenda Zaparolli, Diane Bryant |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
|
| Zdroj: |
Journal of Numerical Cognition, Vol 7, Iss 3, Pp 388-410 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2363-8761 |
| DOI: |
10.5964/jnc.6931 |
| Popis: |
Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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