Joshua Wilson , Fan Zhang , Corey Palermo , Tania Cruz Cordero , Matthew C. Myers , Halley Eacker , Andrew Potter , Jessica Coles
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引用次数: 0
Abstract
This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.
本研究考察了中学生对自动写作评价(AWE)系统 MI Write 的看法。我们从定量和定性两个方面总结了学生对 MI Write 的可用性、有用性和可取性的看法。然后,我们估算了分层入口回归模型,将学区背景、课堂氛围、人口统计因素(即性别、特殊教育状况、英语水平有限状况、社会经济状况、年级)、学生的写作相关信念和情感以及学生的写作水平作为学生看法的预测因素。在控制地区因素的情况下,课堂气氛较好的学生对多元智能写作的可用性、有用性和可取性的评价也较高。此外,模型结果显示,八年级学生、英语水平有限的学生和社会经济地位较低的学生认为多元智能书面材料的可用性相对更高;社会经济地位较低的学生也认为多元智能书面材料的有用性和可取性相对更高。更喜欢写作和更坚信写作是一个递归过程的学生认为多元智能写作法更可用、更有用和更可取。写作水平较高的学生认为多元智能写作的可用性和实用性较低;写作水平与可取性的看法无关。最后,我们将讨论其影响和未来发展方向。
期刊介绍:
Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.