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MiBoard: Metacognitive MiBoard: Metacognitive Training Through Gaming Training Through Gaming in iSTARTin iSTARTJustin F. Brunelle, Irwin B. Levinstein, and Chutima Boonthum, Member, IEEE
AgendaAgendaIntroductionThe iSTART ProjectOverview of MiBoard
◦Origin◦Rules
Game play of MiBoardTechnical Aspects of MiBoardFuture Work
4/9/2009 2
Introduction - NamesIntroduction - NamesJustin Brunelle
◦ODU Computer Science Graduate Student
◦jbrunelle@cs.odu.eduInteractive Strategy Trainer for
Active Reading and Thinking (iSTART)
Multiplayer Interactive Board Game (MiBoard)
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Introduction - iSTARTIntroduction - iSTARTWeb BasedTrains high school students to become
better readers◦ Science texts
Animated Agents◦ Guide and instruct students in each
module◦ Genie, Merlin
Instruction provided in Modules:◦ Introduction◦ Demonstration ◦ Practice
Will Utilize MiBoard
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Introduction - PracticeIntroduction - PracticePractice and
Extended PracticeProblem with
Extended Practice◦ Repetitive and
tedious◦ Leads to
disengagement and lack of interest
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Introduction - MiBoardIntroduction - MiBoardExtension of iSTART PracticeGoals:
◦Provide opportunity to practice◦Increase engagement◦Provide collaborative/social learning
environmentMiBoard Experiment Begins Fall
2009
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iSTARTiSTARTFunded by National Science
FoundationOnline Tutoring systemFocuses on science texts
◦Complex!Teaches active reading
◦Metacognitive strategies When used, increase comprehension of a
text
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iSTART - StrategiesiSTART - StrategiesMetacognitive Strategies
◦Comprehension monitoring being aware of how well one understands
what one is reading◦Paraphrasing
restate the sentence content in their own words
◦Prediction predicting what will come next in the text
◦Elaboration linking information in the sentence to
information you already know◦Bridging
linking different parts of a text together
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iSTART – Self Explanation iSTART – Self Explanation (SE)(SE)Students use strategies to create
self explanationsCreating self explanations makes
students◦More successful at solving problems◦More likely to generate inferences◦Able to construct more coherent
mental models◦Develop a deeper understanding of
the concepts covered in the text 4/9/2009 9
[2], [3]
Example Self ExplanationExample Self ExplanationText:
◦The smallest possible particle of an element is called an atom. Atoms are more than a trillion times smaller than a human cell.
Self Explanation:◦This text says atoms are really small. I
learned in science that everything is made of atoms. I don’t understand what that has to do with elements. I bet this text will talk about molecules.
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iSTART - ModulesiSTART - ModulesInstruction occurs in stages
◦Introduction◦Demonstration◦Practice & Extended Practice
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iSTART – Introduction iSTART – Introduction ModuleModuleThree animated agents
◦Provide instruction on each strategy◦Provide information◦Pose questions◦Provide explanations of SEs and the
reading strategiesIncludes for each strategy:
◦Example text and SEs◦Quiz
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iSTART – Demonstration iSTART – Demonstration modulemoduleTwo Agents
◦One instructor, one trainee◦Interact to show how to compose SEs
(And consequently, use the software.) Agents read the text, then make the self
explanationStudent selects which strategy
the trainee agent used◦Feedback given by the instructor
agentMimics the practice module
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iSTART – Practice ModuleiSTART – Practice ModuleInstructor Agent
◦Reads textStudent creates own self explanationInstructor provides feedbackStudent may be required to modify
his SEStudent identifies the strategy he
usedLeads to Extended Practice
◦Same as practice, but over time to allow practice creating SEs
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iSTART - FindingsiSTART - FindingsStudents who have used iSTART
have increased comprehension over those who do not
iSTART online training is as effective as live training
Readers of all skill levels benefit◦Skilled readers make more
connections within a text (bridging)◦Less skilled readers learn more basic
skills (paraphrasing)
4/9/2009 15[5], [6], [7], [8], [9], [10]
iSTART – Extended iSTART – Extended PracticePracticeResearch indicates need for
extended practice◦Effects of iSTART taper over time◦Less skilled readers need additional
practiceCurrent extended practice is
repetitive◦Leads to disengagement and lack of
interest among students
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[11]
MiBoardMiBoardProvide an engaging method of
Extended Practice◦Meant as a supplement to Extended
Practice, not replacementAccommodate all studentsAllow further practice of iSTART
strategiesBased on a physical game
system
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iSTART: The Board GameiSTART: The Board GameDeveloped by Dr. Mike RoweImplemented iSTART Practice in a
game environment◦Goal is to move around a board
Roll dice and draw cards (like Monopoly)◦A student creates a SE from a text included
with the game◦Other students guess what strategy was
used◦A discussion is initiated to resolve
disagreementRefer to Appendix A for the rules of
Rowe’s game4/9/2009 18
iSTART: The Board Game - iSTART: The Board Game - FindingsFindingsEffective form of Extended
PracticeIncreased engagement; more
enjoyableRowe’s dissertation mentions a
digital version would further increase engagement
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[13]
MiBoardMiBoardVirtual version of iSTART: The
Board GameRandom text chosen from a
databaseText revealed gradually over the
course of the gameVarying the texts aims to
increase engagement by increasing variety
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MiBoard - RulesMiBoard - RulesRules were adapted from Rowe’s
game◦Digitalization allows for simplification
New features added to ensure educational environment◦Limiting availability of the chat
Rules are outlined briefly over the next three slides
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MiBoard – Game RulesMiBoard – Game RulesEveryone will take turns being a
reader (starting with Player 1)Being the READER:
◦Given text with a target sentence in BOLD
◦Given a strategy and a point value◦Provide a SE of the target sentence
using the given strategyAfter the READER finishes his/her
self-explanation all players are directed to the GUESSER screenAll players read the SE created by the
READER and indicate the strategy used4/9/2009 22
MiBoard – Game RulesMiBoard – Game RulesOnce all players have entered
his/her GUESS, the SUMMARY screen will present the points scored for all players
The READER then◦Rolls the dice to moves his/her token◦Then draws an event card
The next player will then take his/her turn being the READER
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MiBoard – Game PlayMiBoard – Game PlayA list and description of the game
screens can be found in Appendix B
MiBoard can be played here: MiBoard Login
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MiBoard - ExperimentationMiBoard - ExperimentationTesting begins Fall 2009
◦Used in three high schools using iSTART in Memphis, TN
Control group will use iSTART with regular Extended Practice
Test group will use MiBoard in addition to regular Extended Practice
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MiBoard – Technical MiBoard – Technical InnovationsInnovationsDeveloped with:
◦Flash programming language ActionScript 3.0
◦JavaScript◦Java Server Pages (JSP)◦MySQL◦ElectroServer
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MiBoard - ElectroserverMiBoard - ElectroserverMultiplayer server product
◦Specializes in multiplayer Flash games
◦Has own set of ActionScript abstract data types
Provides infrastructure for Chatting
Public messages◦Sent to all connected clients within a
room or zone4/9/2009 27
MiBoard - ElectroserverMiBoard - ElectroserverRoom and Zone ADTs
◦Zones contain rooms◦Rooms contain a number of players
participating in a single gameA MiBoard game is contained in a
room of 3 to 4 players
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MiBoard – Control PassingMiBoard – Control PassingParticipating clients have round-
robin master-slave relationship◦Each client contains code to run the
entire gameWhen a client is a reader
◦Client controls the game by passing public messages to each client in the room
When a client finishes its turn, it relinquishes control to the next player
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MiBoard – Game-Chat MiBoard – Game-Chat RelationshipRelationshipMiBoard Game Movie:
◦User interacts with the movie◦Relevant messages are sent to the Chat
Movie◦Receives message from the chat and
reflects the message content in the Game Movie
Chat Movie◦Broadcasts the message as a Public
Message to all other Chat Movies, or…◦Receives a message and sends it to the
Game Movie
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MiBoard – InfrastructureMiBoard – InfrastructureActionScript 3.0
◦Not meant for database communication
◦Can’t communicate with other non-movie entities
◦Can only reference the calling entity The web browser in this case Called ExternalInterface
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MiBoard - MiBoard - ExternalInterfaceExternalInterfaceExternalInterface has a call
propertyExternalInterface.call( “myFunc”,
“myParam” ) ◦invokes the calling entity’s myFunc
function with the parameter myParam
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MiBoard - MiBoard - ExternalInterfaceExternalInterfaceMiBoard web page is JSPContains Chat Movie and Game
MovieExternalInterface calls reference
JavaScript functionsMovies call JavaScript functions
that call ActionScript functions in the opposite movie
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MiBoard - MiBoard - ExternalInterfaceExternalInterfaceExample: Player 2 has moved 3 spacesGame Movie
◦Tells the JavaScript to tell the chat Player 2 moved 3 spaces
Chat Movie◦Broadcasts the public message to all
connected players◦The receiving chat movie tells its JavaScript
to tell the board movie the passed messageGame Movie
◦Parses the message, and moves Player 2’s token
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MiBoard – Future WorkMiBoard – Future WorkNext version release Fall 2010Will include automatic SE
analysis using LSAAbility for users to buy Skins for
the game◦Change the board theme, color, etc.
Difficulty of text and strategy will adapt to each player’s ability level
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AcknowledgementsAcknowledgementsSpecial thanks to the iSTART
Game Team at the University of Memphis under Dr. Danielle S. McNamara, and Dr. Mike Rowe for his invention
Thank you VMASC for hosting the Capstone Conference
Thank you to my audience for attending
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ReferencesReferences D.S. McNamara, I.B. Levinstein, and C. Boonthum, “iSTART: Interactive
strategy trainer for active reading and thinking,” in Behavior Research Methods, Instruments, and Computers, vol. 36, 2004, pp. 222-233.
M.T.H. Chi, M. Bassok, M. Lewis, P. Reimann, and R. Glaser, “Self-explanation: How students study and use examples in learning to solve problems,” Cognitive Science, vol. 13, 1989, pp. 145-182.
M.T.H. Chi, N. De Leeuw, M. Chiu, and C. LaVancher, “Eliciting self explanations improves understanding,” Cognitive Science, vol. 18, 1994, pp.439-477.
D.S. McNamara, C. Boonthum,, I.B. Levinstein, and K.K. Millis, “Evaluating self-explanation in iSTART: Comparing word-based LSA systems,” in T. Landauer, D.S. McNamara, S. Dennis, and W. Kintsch eds., Handbook of Latent Semantic Analysis, Lawrence Erlbaum, Mahwah, NJ, 2007, pp. 227-241.
D.S. McNamara, “SERT: Self-explanation reading training,” Discourse Processes, vol. 38, 2004, pp. 1-30.
T. O’Reilly, G.P. Sinclair, and D.S. McNamara, “Reading strategy training: Automated versus live,” Proceedings of the 16th Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 2004, pp. 1059-1064.
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References (cont’d)References (cont’d) T. O’Reilly, R. Best, and D.S. McNamara, “Self-explanation reading training: Effects
for low-knowledge readers,” in K.Forbus, D. Gentner, and T. Regier eds., Proceedings of the 26th Annual Meeting of the Cognitive Science Society, MahWah, NJ: Erlbaum, 2004, pp. 1053-1058.
T.P. O’Reilly, G.P. Sinclair, and D.S. McNamara, “iSTART: a web-based reading strategy intervention that improves students’ science comprehension,” in Kinshuk, D.G. Sampson, and P. Isaias eds., Proceedings of the IADIS International Conference on Cognition and Eploratory Learning in the Digital Age: CELDA, Lisbon, Portugal: IADIS Press, 2004, pp. 173-180.
R.S. Taylor, T. O’Reilly, G.P. Sinclair, and D.S. McNamara, “Enhancing learning of expository science texts in a remedial reading classroom via iSTART,” in S. Barab, K. Hay, and D. Hickey eds., Proceedings of the 7th International Conference of the Learning Sciences, Mahwah, NJ: Erlbaum, 2006.
T. O’Reilly, R.S. Taylor, and D.S. McNamara, “Classroom based reading strategy training: Self-explanation vs. reading control,” in R. Sun and N. Miyake eds., Proceedings of the 28th Annual Conference of the Cognitive Science Society, Mahwah, NJ: Erlbaum, 2006, pp 1887-1892.
J.P. Magliano, S. Todaro, K.K. Millis, K. Wiemer-Hastings, H.J. Kim, and D.S. McNamara, “Changes in reading strategies as a function of reading training: A comparison of live and computerized training,” Journal of Educational Computing Research, vol. 32, 2005, pp. 185-208.
M.E. Gredler, “Games and simulations and their relationships to learning,” in D.H. Jonassen ed., Handbook of research on educational communications and technology, Mahwah, NJ, US: Lawrence Erlbaum Assoc., 2nd ed., 2004, pp. 571-582.
M. Rowe, “Alternate forms of reading comprehension strategy practice and game-based practice methods,” Doctoral Dissertation, Psychology Department, the University of Memphis, 2008
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game RulesPieces:
◦4 Game boards◦6 Player Tokens◦1 Monster Token◦120 event cards◦6 sets of 5 strategy cards◦20 Task cards◦20 power cards
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules Player Turn: Take the top card off the Task Card deck (Do not show
other players) Read a passage from the text selected aloud
◦ Read at least one sentence. For more advanced players, multiple sentences can be read.
◦ If using the same text as other players Continue where last reader left off, or If you are the first reader, select a place to begin reading
◦ If using a different text than other readers Continue where you left off, or If you are just beginning, select a place to begin reading
Self-explain the text aloud, using one or both strategies on the Task Card so the other players can hear you◦ If the reader uses one strategy correctly, the reader gets all the
points listed next to the strategy.◦ If the reader uses both strategies correctly, the reader gets double
the larger point value on the card.
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules All the other players will attempt to guess what
strategy the reader used◦ Other players (guessers) will place one of their
Strategy Cards face down in front of them All guessers will turn over their Strategy Cards
at once.◦ Beginning to the reader’s left and continuing
clockwise each guesser should state what their guess is
◦ If there is no disagreement, score points If the strategy matches how the reader self-explained, and is
on the Task Card, the guesser gets half the points listed next to the strategy rounded down
If the strategy matches how the reader self-explained, but is NOT on the Task Card, the guesser gets 1 point
If the strategy does not match how the reader self-explained, the guesser gets no points.
◦ If there are disagreements, do not score points until disagreement is resolved
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules All players discuss whether the strategy use and
guesses were correct. ◦ Beginning with disagreements about the reader’s
strategy use. A majority of players must agree that the reader did not
use a specific strategy. The reader can attempt to explain their self-explanation
and show how it was a correct use. If a majority still disagrees, the reader can try again to use
the strategy again for half points◦ After the reader’s strategy use has been resolved,
continue with the guesser to the reader’s left. A majority of players must agree that the reader did not
use the guessed strategy. The guesser can attempt to explain why their guess is
correct and where it was used in the self-explanation. If a majority still disagrees, no points are scored After the disagreement is resolved continue clock-wise to
the next disagreement.
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game RulesThe player may now use any
Power Card they haveRoll diceMove token all the spaces on the
dieTake an Event Card
◦Perform the action on the event cardAfter all players have completed
one (1) turn the round ends◦Roll 1 die for monster movement◦Move the monster half the number
shown rounded down
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Game Board◦ The basic game
board of MiBoard includes the playing field, 4 player tokens, a message box, a list of players with associated scores and tokens, a button for drawing event cards, seeing the text, and getting help. The event cards cannot be drawn until after the player rolls.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Chat◦ The chat is used for the
idle players to converse and for sending messages between connected players. The chat is also the medium in which players discuss disagreements in voting. The chat is only enabled during discussions and when the players are idle. In order to retain the attention of the idle players, they are allowed to chat with other idle members of the game.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
The Discussion includes a set of rules (in red) and enabling of the chat room. This player has forfeited his responses by clicking the “Pass” button. After the discussion, the players see the Guesser screen, where they may select as many strategies as they like.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Reader Screen◦ At the Reader
Screen, the Reader reads the sentence for which he is to provide a SE, and types his SE, focusing on the provided strategy. He has the option of choosing a random, new strategy or a random, new point value by clicking on the appropriately labeled buttons.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Guesser Screen◦ At the Guesser
Screen, players select the strategy they think was focused on by the Reader. The Guesser may only choose one such strategy at this stage in the game.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
The Cascading Menu Block is part of the Guesser Screen. It is called cascading because each time a user clicks on a check box, a new screen appears. A use is asked to click a strategy, then a reason for that selection (such as, Linked to a specific sentence), and then is asked to highlight the part of the SE in which that particular strategy was used.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Summary Screen◦ The Summary
Screen provides a summary of the explanations built by the Cascading Menu Block, as well as a summary of points earned in the round.
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