Effectiveness of a Numeracy Intelligent Tutoring System in Kindergarten: A Conceptual Replication

Journal of Numerical Cognition

Jiyeon Park¹  Ka Rene Grimes²  Young Ri Lee³  Maryam Nozari⁴  Amanda McClelland⁵  Zainab Umer⁵  Brenda Zaparolli⁵  Diane Bryant⁵  Soyoung Park⁶ 

[1] Department of Curriculum and Instruction, Eastern Kentucky University, Richmond, KY, USA;Department of Curriculum and Instruction, Tennessee Technological University, Cookeville, TN, USA;Department of Educational Psychology, The University of Texas at Austin, Austin, TX, USA;Department of Special Education, The University of Hawaiʻi at Mānoa, Honolulu, HI, USA;Department of Special Education, The University of Texas at Austin, Austin, TX, USA;Department of Special Education, Western Kentucky University, Bowling Green, KY, USA;

关键词: replication;    numeracy;    kindergarten;    intelligent tutoring system;    computer-assisted instruction;    tablets;    wait-control design;   

DOI  :  10.5964/jnc.6931

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown