Technology Supported Reading Comprehension: A Design Research of the Student Mental Model Analyzer for Research and Teaching (SMART) Technology

Autor/inn/en	Kim, Min Kyu; Gaul, Cassandra J.; Bundrage, Crystal N.; Madathany, Reeny J.
Titel	Technology Supported Reading Comprehension: A Design Research of the Student Mental Model Analyzer for Research and Teaching (SMART) Technology
Quelle	In: Interactive Learning Environments, 31 (2023) 3, S.1377-1401 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Min Kyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1838927
Schlagwörter	Technology Uses in Education; Reading Comprehension; Educational Technology; Schemata (Cognition); Formative Evaluation; Feedback (Response); Concept Mapping; Graduate Students; Online Courses; Instructional Design; Writing Improvement; Documentation + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseverstehen; Unterrichtsmedien; Cognition; Schema; Kognition; Concept Map; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Dokumentation
Abstract	In this article, we explored the potential of the Student Mental Model Analyzer for Research and Teaching (SMART) technology that was designed to help students write and revise high-quality summaries of complex texts. Grounded in the design research, the aim of this pilot study was twofold: (a) to generate insights to further improve the SMART technology as a product and (b) to provide design knowledge that could guide the development and implementation of a formative assessment and feedback technology for reading comprehension. To that end, we conducted a formative evaluation of a beta version of the SMART technology in the context of a graduate-level asynchronous online course in which 21 students were enrolled. To investigate the potential of SMART and user experiences, we analyzed mixed data from the perspectives of the Technology Acceptance Model (i.e., ease of use and usefulness) and the quality aspects of learning technology (i.e., content, interface, and support). Results indicate that students improved their reading comprehension through SMART feedback and valued their use of SMART. The findings of the study also suggest design improvements for SMART. Furthermore, this research highlights the design approaches to formative assessment and feedback tools, focusing on improving users' technology acceptance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01