中学学生对自动化写作评估的看法的预测因素
Joshua Wilson1, Fan Zhang1, Corey Palermo2
1School of Education, University of Delaware, United States.
概括
中学学生发现自动化写作评估 (AWE) 系统是可用的和可取的,特别是在积极的课堂环境下. 根据学年级,社会经济地位和英语水平,人们的看法各不相同.
科学领域:
- 教育技术的教育技术
- 写作评估 写作评估
- 人与计算机的交互
背景情况:
- 自动写作评估 (AWE) 系统提供可扩展的反.
- 了解学生的看法对于AWE采用至关重要.
- 之前的研究还没有充分探索影响AWE认知的人口和情感因素.
研究的目的:
- 检查中学学生对AWE系统 (MI Write) 的看法.
- 识别可用性,有用性和可取性的预测因素.
- 探索课堂气候,人口统计,写作信仰和熟练程度的影响.
主要方法:
- 学生观念的定量和定性分析.
- 层次的进入回归模型.
- 包括地区背景,课堂气候,人口统计,写作信仰,影响力和写作能力.
主要成果:
- 积极的课堂气候与更高的可用性,实用性和可取性相关.
- 八年级学生,英语学习者和较低社会经济地位的学生认为可用性更高.
- 较低社会经济地位的学生也报告了更高的有用性和可取性.
- 喜欢写作并将其视为递归的学生发现该系统更可用和有用.
- 较高的写作能力与较低的感知可用性和有用性有关.
结论:
- 课堂环境显著影响学生对AWE系统的看法.
- 人口统计学因素,如年级,英语水平和社会经济地位,影响了AWE的看法.
- 学生对写作的态度调节了他们对AWE的看法.
- 写作能力可能与感知到的AWE实用性有负相关性,这需要进一步调查.
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