TY - JOUR
T1 - The effect of online summary assessment and feedback system on the summary writing on 6th graders
T2 - The LSA-based technique
AU - Sung, Yao Ting
AU - Liao, Chia Ning
AU - Chang, Tao Hsing
AU - Chen, Chia Lin
AU - Chang, Kuo En
N1 - Publisher Copyright:
© 2016 The Authors. Published by Elsevier Ltd.
PY - 2016/4/1
Y1 - 2016/4/1
N2 - Studies on teaching of reading strategies have found that summarizing is of tremendous help to reading comprehension. However grading students' summary writings is laborious, but given the importance of summarizing, an effective summarizing learning module is important. This study developed an automatic summary assessment and feedback system based on Latent Semantic Analysis (LSA) to provide score, concept and semantic feedback, and then investigated the effects of concept and semantic feedback on the writing of summaries by students in the sixth grade. The design involved two between-subject factors: semantic feedback (with, without) and concept feedback (with, without). 120 sixth-grade students from an elementary school were recruited for the study, and then were randomly assigned to each group. The overall results demonstrated the effectiveness of the proposed system in improving the summary writing skills of students. The effects of semantic feedback and concept feedback were also discussed.
AB - Studies on teaching of reading strategies have found that summarizing is of tremendous help to reading comprehension. However grading students' summary writings is laborious, but given the importance of summarizing, an effective summarizing learning module is important. This study developed an automatic summary assessment and feedback system based on Latent Semantic Analysis (LSA) to provide score, concept and semantic feedback, and then investigated the effects of concept and semantic feedback on the writing of summaries by students in the sixth grade. The design involved two between-subject factors: semantic feedback (with, without) and concept feedback (with, without). 120 sixth-grade students from an elementary school were recruited for the study, and then were randomly assigned to each group. The overall results demonstrated the effectiveness of the proposed system in improving the summary writing skills of students. The effects of semantic feedback and concept feedback were also discussed.
KW - Elementary education
KW - Evaluation methodologies
KW - Intelligent tutoring systems
KW - Teaching/learning strategies
UR - http://www.scopus.com/inward/record.url?scp=84952791130&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84952791130&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2015.12.003
DO - 10.1016/j.compedu.2015.12.003
M3 - Article
AN - SCOPUS:84952791130
SN - 0360-1315
VL - 95
SP - 1
EP - 18
JO - Computers and Education
JF - Computers and Education
ER -