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

  • Chapter
Digital Games in Language Learning and Teaching

Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

Abstract

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).

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Authors
  1. G. Tanner Jackson
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  2. Kyle B. Dempsey
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  3. Danielle S. McNamara
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Editor information

Editors and Affiliations

  1. Middlesex University, UK

    Hayo Reinders (Head of Learner Development) (Head of Learner Development)

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© 2012 G. Tanner Jackson, Kyle B. Dempsey and Danielle S. McNamara

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Jackson, G.T., Dempsey, K.B., McNamara, D.S. (2012). Game-Based Practice in a Reading Strategy Tutoring System: Showdown in iSTART-ME. In: Reinders, H. (eds) Digital Games in Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/9781137005267_7

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