Information Technology Reference
In-Depth Information
2
Studies: Pilot and Trials
720 (M, F), 480 primary school students (9-10 years) and 240 secondary school stu-
dents (12-13 years) from 12 schools across a range of academic abilities took part in
studies with the two interactive digital English learning applications: V.A.S.T. (
Voice
Activated Spy Tech)
and Reading Champs, a gaming environment and interactive
storybook, respectively (see figure 1). Both applications have rich graphics, anima-
tions, audio and interactive features that are comparable in many respects to commer-
cial off-the-shelf interactive games and applications. Both applications incorporate
automated speech-assessment-feedback mechanisms in four key areas: accuracy, flu-
ency, word stress, and tone (AFWT), providing
personalized guidance to help with
students' individual learning needs.
The rationale and aims for the EL Oracy Portal
applications study trials is to:
•
investigate the effectiveness of the applications, in supporting students in the de-
velopment of their EL oral reading skills
•
identify the factors that affect students' ability to make productive use of the
feedback provided by the applications
•
identify the extent that applications may be incorporated into the formal curricu-
lum and classroom that yields the most teaching and learning value
Three data collection approaches were identified to shed light on the study's rationale
and aims: (i) observation of students in classroom sessions (ii) focus group sessions
with students and teachers (iii) student and teacher survey/questionnaire.
Fig. 1.
Classroom trails in schools (left) with V.A.S.T. and Reading Champs (right)
2.1
Findings
Students enjoyed interacting with V.A.S.T. and Reading Champs judging by observed
intonations and excitement when speaking/reading, facial expressions, and laughter.
Students moved between in-game and out-of-game/storybook to discuss, collaborate
and share with fellow students about in-game features, reading/speaking approaches
and strategies for advancing. During this out-of-game/storybook behavior, students
appeared to continue to be engaged in game/storybook-related activities. In focus
groups, students verified this in-game and out-of-game collaborative behavior, and
emphasized that it heightened enjoyment and contributed to learning. Teachers agreed
that students enjoyed playing with applications, looked forward to lessons and were
positive about collaboration between students outside of the game/storybook. In ques-
