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Perceived Level of Usability as an Evaluation Metric in Adaptive E-learning. SN COMPUTER SCIENCE 2022; 3:238. [PMID: 35493989 PMCID: PMC9034642 DOI: 10.1007/s42979-022-01138-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 04/06/2022] [Indexed: 10/31/2022]
Abstract
The global spread of COVID-19 has shifted the learning process towards e-learning. In this context, a critical challenge for researchers is to understand and evaluate the effectiveness of e-learning, especially when the learning is adapted to the needs of individual users. In this work we argue that the learner’s perception of the level of usability of a system is a valuable metric that gives an insight into the learners’ engagement and motivation to learn. Little attention has been paid to this metric. In this paper we explore why this is important and valuable. We present a case study which uses the System Usability Scale (SUS) questionnaire to measure the user’s perception of usability as an indirect (proxy) measure of engagement. A between-subject experiment was conducted with 41 learners with dyslexia. The intervention group used the adaptive version of the e-learning system that matched the material to the needs of the learner. The control group used a standard version. At the end, learning gain and SUS scores were assessed. The correlation between learning performance and the perceived level of usability was positive and moderate (0.517, p < 0.05) among participants in the intervention group. However, learning performance and perceived level of usability were unrelated in the control group (− 0.364, p > 0.05). From this, and other work, it appears that using a learner’s assessment of the usability of a system is an effective way to measure their attitude to their learning. It reflects their perception of its suitability to their needs and this, in turn, is likely to affect their engagement and motivation. As such, this provides an effective instrument to judge whether adaptation based on learner needs has been successful.
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Daly EJ, Persampieri M, McCurdy M, Gortmaker V. Generating Reading Interventions Through Experimental Analysis of Academic Skills: Demonstration and Empirical Evaluation. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086294] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Daly EJ, Martens BK, Witt JC, Dool EJ. A Model for Conducting a Functional Analysis of Academic Performance Problems. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1997.12085886] [Citation(s) in RCA: 81] [Impact Index Per Article: 16.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Martens BK, Young ND, Mullane MP, Baxter EL, Sallade SJ, Kellen D, Long SJ, Sullivan WE, Womack AJ, Underberg J. Effects of word overlap on generalized gains from a repeated readings intervention. J Sch Psychol 2019; 74:1-9. [PMID: 31213227 DOI: 10.1016/j.jsp.2019.05.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 03/21/2019] [Accepted: 05/01/2019] [Indexed: 11/19/2022]
Abstract
We compared children's gains in oral reading fluency after applying a standard fluency-building intervention to three training passages that differed in word overlap (high, low, and multiple exemplar) with an untrained generalization passage. Participants were 132 White and Hispanic third-grade children from two schools in the northeast and mountain west. Children were randomly assigned within classrooms to the three word overlap conditions, pre-tested on their assigned training and a common generalization passage, received a fluency-building intervention on their assigned training passage, and then post-tested on the same two passages. Regression analyses were conducted to examine the effects of word overlap condition on the children's fluency gains after controlling for pre-test fluency and classroom. Results revealed significantly larger priming and generalization effects for the multiple exemplar versus both the low- and high-word overlap conditions. Survival curves showed that a significantly larger proportion of children in the multiple exemplar condition survived as generalized responders at all generalization levels relative to the other two conditions. Implications for assessing and promoting generalized oral reading fluency in response-to-intervention models and directions for future research are discussed.
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Affiliation(s)
| | - Nicholas D Young
- Medical College of Wisconsin and Children's Hospital of Wisconsin, United States of America
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Daly EJ, Bonfiglio CM, Mattson T, Persampieri M, Foreman-Yates K. REFINING THE EXPERIMENTAL ANALYSIS OF ACADEMIC SKILLS DEFICITS: PART II. USE OF BRIEF EXPERIMENTAL ANALYSIS TO EVALUATE READING FLUENCY TREATMENTS. J Appl Behav Anal 2013; 39:323-31. [PMID: 17020212 PMCID: PMC1702401 DOI: 10.1901/jaba.2006.13-05] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The technology of brief experimental analysis is just beginning to be used for identification of effective treatments for individual students who experience difficulty with oral reading fluency. In this study, the effect of a reading fluency treatment package was examined on easy and hard passages, and generalization was assessed on passages with high content overlap. The results suggest that the treatment package increased reading fluency for all 3 students. Effects were moderated by difficulty level for all 3 students. Results are discussed in terms of future refinements to the procedures, validation of the methods, and potential applications in clinical and school settings.
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Affiliation(s)
- Edward J Daly
- University of Nebraska-Lincoln, Educational Psychology, 68588, USA.
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Daly EJ, Martens BK, Hamler KR, Dool EJ, Eckert TL. A BRIEF EXPERIMENTAL ANALYSIS FOR IDENTIFYING INSTRUCTIONAL COMPONENTS NEEDED TO IMPROVE ORAL READING FLUENCY. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1999.32-83] [Citation(s) in RCA: 91] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Ardoin SP, Martens BK, Wolfe LA. USING HIGH-PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1999.32-339] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Kupzyk S, Daly EJ, Andersen MN. A comparison of two flash-card methods for improving sight-word reading. J Appl Behav Anal 2012; 44:781-92. [PMID: 22219529 DOI: 10.1901/jaba.2011.44-781] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2010] [Accepted: 02/11/2011] [Indexed: 11/22/2022]
Abstract
Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic incremental rehearsal (SIR)-to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up.
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Affiliation(s)
- Sara Kupzyk
- University of Nebraska–Lincoln, Lincoln, Nebraska 68588, USA
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Codding RS, Baglici S, Gottesman D, Johnson M, Kert AS, Lebeouf P. Selecting Intervention Strategies: Using Brief Experimental Analysis for Mathematics Problems. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2009. [DOI: 10.1080/15377900802484661] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Petursdottir AL, McMaster K, McComas JJ, Bradfield T, Braganza V, Koch-McDonald J, Rodriguez R, Scharf H. Brief experimental analysis of early reading interventions. J Sch Psychol 2009; 47:215-43. [PMID: 19480886 DOI: 10.1016/j.jsp.2009.02.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2008] [Revised: 02/15/2009] [Accepted: 02/23/2009] [Indexed: 11/17/2022]
Abstract
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement ona specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d=2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures.
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Further examining the triangle tip: Improving support for students with emotional and behavioral needs. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20351] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Reed DD, Martens BK. Sensitivity and bias under conditions of equal and unequal academic task difficulty. J Appl Behav Anal 2008; 41:39-52. [PMID: 18468278 DOI: 10.1901/jaba.2008.41-39] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
We conducted an experimental analysis of children's relative problem-completion rates across two workstations under conditions of equal (Experiment 1) and unequal (Experiment 2) problem difficulty. Results were described using the generalized matching equation and were evaluated for degree of schedule versus stimulus control. Experiment 1 involved a symmetrical choice arrangement in which the children could earn points exchangeable for rewards contingent on correct math problem completion. Points were delivered according to signaled variable-interval schedules at each workstation. For 2 children, relative rates of problem completion appeared to have been controlled by the schedule requirements in effect and matched relative rates of reinforcement, with sensitivity values near 1 and bias values near 0. Experiment 2 involved increasing the difficulty of math problems at one of the workstations. Sensitivity values for all 3 participants were near 1, but a substantial increase in bias toward the easier math problems was observed. This bias was possibly associated with responding at the more difficult workstation coming under stimulus control rather than schedule control.
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Gortmaker VJ, Daly EJ, McCurdy M, Persampieri MJ, Hergenrader M. Improving reading outcomes for children with learning disabilities: using brief experimental analysis to develop parent-tutoring interventions. J Appl Behav Anal 2007; 40:203-21. [PMID: 17624063 PMCID: PMC1885407 DOI: 10.1901/jaba.2007.105-05] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.
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Affiliation(s)
- Valerie J Gortmaker
- Correspondence should be sent to Valerie J Gortmaker, Munroe-Meyer Institute, 985450 Nebraska Medical Center, Omaha, Nebraska 68198, e-mail:
| | - Edward J Daly
- Correspondence should be sent to Edward J Daly, III, University of Nebraska–Lincoln, Educational Psychology, 33 Teachers College, Lincoln, Nebraska 68588, e-mail:
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Daly EJ, Bonfiglio CM, Mattson T, Persampieri M, Foreman-Yates K. Refining the experimental analysis of academic skills deficits: Part I. An investigation of variables that affect generalized oral reading performance. J Appl Behav Anal 2006; 38:485-97. [PMID: 16463529 PMCID: PMC1309711 DOI: 10.1901/jaba.2005.113-04] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations.
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Affiliation(s)
- Edward J Daly
- University of Nebraska-Lincoln, Educational Psychology, Nebraska 68588, USA.
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Improving oral reading fluency by influencing students' choice of instructional procedures: an experimental analysis with two students with behavioral disorders. BEHAVIORAL INTERVENTIONS 2006. [DOI: 10.1002/bin.208] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Persampieri M, Gortmaker V, Daly EJ, Sheridan SM, McCurdy M. Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes. BEHAVIORAL INTERVENTIONS 2006. [DOI: 10.1002/bin.210] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Lerman DC, Vorndran C, Addison L, Kuhn SA. A rapid assessment of skills in young children with autism. J Appl Behav Anal 2004; 37:11-26. [PMID: 15154212 PMCID: PMC1284474 DOI: 10.1901/jaba.2004.37-11] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages--one containing several reinforcement procedures and one containing several potentially effective prompts--was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions.
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Affiliation(s)
- Dorothea C Lerman
- 236 Audubon Hall, Louisiana State University, Baton Rouge, Louisiana 70803, USA.
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Rohrbeck CA, Ginsburg-Block MD, Fantuzzo JW, Miller TR. Peer-assisted learning interventions with elementary school students: A meta-analytic review. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2003. [DOI: 10.1037/0022-0663.95.2.240] [Citation(s) in RCA: 307] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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