Kyle B. Dempsey

Game-Based Practice in a Reading Strategy Tutoring System: Showdown in iSTART-ME

Many contend that the future of affordable, high-quality education lies in harnessing the potential of computer technologies. While implementing computer technologies in schools has had both failings and challenges (Dynarski et al., 2007), significant progress in the quality of education to some extent depends on our ability to leverage the many advantages of computer technologies. Computer technologies enable adaptive, one-on-one tutoring to virtually all students in the classroom. The most common goal of these one-on-one intelligent tutoring systems (ITSs) is to produce learning gains. Two of the most common areas of learning address content within specific domains (e.g., physics) or cognitive skill acquisition (e.g., strategies to improve reading comprehension). Both types of learning are often characterized by exposure to declarative information and subsequent interaction with the material (Anderson, 1982). However, acquiring a new skill usually requires a significant commitment to continued practice and application. Skills are often developed and improved with practice over an extended period of time (Newell & Rosenbloom, 1981).

The Evolution of an Automated Reading Strategy Tutor: From the Classroom to a Game-Enhanced Automated System

The implementation of effective pedagogical software is difficult to achieve. In this chapter we describe one possible solution to this problem, the evolutionary development of an Intelligent Tutoring System (ITS). This development process typically involves establishing training practices, developing automated instruction, and then amending motivational elements. While this development cycle can take years for completion because each step requires an iterative process of both execution and evaluation, it also has a greater chance of success. We illustrate such a cycle in this chapter in the evolution of an intelligent tutoring and gaming environment [i.e., interactive Strategy Trainer for Active Reading and Thinking-Motivationally Enhanced (iSTART-ME)] from an ITS (i.e., iSTART), which was originally conceived and tested as a human-delivered intervention (i.e., SERT).

MiBoard: creating a virtual environment from a physical environment

Increasing both user enjoyment and persistence, or engagement, is a challenge in ITS development The current study investigates engagement in ITSs through the implementation of games and game-based elements To investigate this possibility, we use both a physical version and a computerized version of the same educational board game We compare user experience and reading strategy data for the implementation of two games – iSTART: The Board Game and MiBoard We discuss game design implications for virtual environments and ITSs.