TY - GEN
T1 - Profiles of Performance
T2 - 20th International Conference on Generative Intelligence and Intelligent Tutoring Systems, ITS 2024
AU - Christhilf, Katerina
AU - Roscoe, Rod D.
AU - McNamara, Danielle S.
N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - The current study examines the use of literacy game performance in assessing reading comprehension skill. The goals for this study were (1) to examine the extent to which game performance can be used to predict reading comprehension skill, as estimated by standardized tests; and (2) to explore the development of student profiles using game performance, and how these profiles relate to reading test performance. The results indicate that performance on two games—games that involved vocabulary knowledge and inferencing—accounted for approximately 45% of variance in reading comprehension skill. These results suggest that game-based learning activities can serve as formative assessments of reading skill. Teachers can use such learning activities to provide their students with more frequent feedback, and themselves with a greater understanding of their students’ current skills and areas for improvement.
AB - The current study examines the use of literacy game performance in assessing reading comprehension skill. The goals for this study were (1) to examine the extent to which game performance can be used to predict reading comprehension skill, as estimated by standardized tests; and (2) to explore the development of student profiles using game performance, and how these profiles relate to reading test performance. The results indicate that performance on two games—games that involved vocabulary knowledge and inferencing—accounted for approximately 45% of variance in reading comprehension skill. These results suggest that game-based learning activities can serve as formative assessments of reading skill. Teachers can use such learning activities to provide their students with more frequent feedback, and themselves with a greater understanding of their students’ current skills and areas for improvement.
KW - Game-Based Assessment
KW - Intelligent Tutoring Systems
KW - Reading Comprehension
UR - https://www.scopus.com/pages/publications/85196081769
UR - https://www.scopus.com/pages/publications/85196081769#tab=citedBy
U2 - 10.1007/978-3-031-63031-6_4
DO - 10.1007/978-3-031-63031-6_4
M3 - Conference contribution
SN - 9783031630309
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 38
EP - 48
BT - Generative Intelligence and Intelligent Tutoring Systems - 20th International Conference, ITS 2024, Proceedings
A2 - Sifaleras, Angelo
A2 - Lin, Fuhua
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 10 June 2024 through 13 June 2024
ER -