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New Science of Learning pp 283–306Cite as

The Evolution of an Automated Reading Strategy Tutor: From the Classroom to a Game-Enhanced Automated System

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Abstract

The implementation of effective pedagogical software is difficult to achieve. In this chapter we describe one possible solution to this problem, the evolutionary development of an Intelligent Tutoring System (ITS). This development process typically involves establishing training practices, developing automated instruction, and then amending motivational elements. While this development cycle can take years for completion because each step requires an iterative process of both execution and evaluation, it also has a greater chance of success. We illustrate such a cycle in this chapter in the evolution of an intelligent tutoring and gaming environment [i.e., interactive Strategy Trainer for Active Reading and Thinking-Motivationally Enhanced (iSTART-ME)] from an ITS (i.e., iSTART), which was originally conceived and tested as a human-delivered intervention (i.e., SERT).

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Acknowledgments

This research was supported in part by the Institute for Educational Sciences (IES R305G020018-02; R305G040046; R305A080589) and National Science Foundation (NSF REC0241144; IIS-0735682). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the IES or NSF.

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  1. University of Memphis, Memphis, TN, USA

    G. Tanner Jackson, Kyle B. Dempsey & Danielle S. McNamara

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  1. G. Tanner Jackson
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  2. Kyle B. Dempsey
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  3. Danielle S. McNamara
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Correspondence to Danielle S. McNamara .

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  1. Emirates College for Advanced Education, Abu Dhabi, POBox 1266, Utd.Arab.Emir.

    Myint Swe Khine

  2. Emirates College for Advanced Education, Abu Dhabi, PO Box 126, Utd.Arab.Emir.

    Issa M. Saleh

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Jackson, G.T., Dempsey, K.B., McNamara, D.S. (2010). The Evolution of an Automated Reading Strategy Tutor: From the Classroom to a Game-Enhanced Automated System. In: Khine, M., Saleh, I. (eds) New Science of Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5716-0_14

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