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Who Benefits from Computerized Learning Progress Assessment in Reading Education? Evidence from a Two-Cohort Pre-Post Design
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A. M. Alexandra Schmitterer; Leonard. D. Tetzlaff; Marcus Hasselhorn; Garvin Brod – Journal of Computer Assisted Learning, 2024
Background: Learning Progress Assessments (LPA) have been developed to help teachers individualize their curriculum. The use of LPA is facilitated by an increasing number of computerized LPA tools. However, little is known about student factors that influence the effectiveness of computerized LPA. Objectives: In this study, we explored whether a…
Descriptors: Progress Monitoring, Student Evaluation, Information Technology, Influences
A Mobile Game-Based App to Facilitate Learners' Motivation and Achievement in Learning Chinese Reading Activities: An Individual Differences Perspective
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Yang, Jie Chi; Kuo, Wen-Chi – Journal of Computer Assisted Learning, 2022
Background: Digital game-based learning (DGBL) has been shown to be an effective strategy for promoting learning motivation. However, a lack of attention has been paid to investigating the effects of individual differences on elementary students' reading motivation and in-gaming achievements in DGBL. Objectives: This study developed an educational…
Descriptors: Grade 3, Grade 4, Grade 5, Elementary School Students