Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication
Author(s) / Creator(s)
Grimes, Ka Rene
Park, Soyoung
McClelland, Amanda
Park, Jiyeon
Lee, Young Ri
Nozari, Maryam
Umer, Zainab
Zaparolli, Brenda
Bryant, Diane
Abstract / Description
Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.
Keyword(s)
replication numeracy kindergarten intelligent tutoring system computer-assisted instruction tablets wait-control designPersistent Identifier
Date of first publication
2021-11-30
Journal title
Journal of Numerical Cognition
Volume
7
Issue
3
Page numbers
388–410
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Grimes, K. R., Park, S., McClelland, A., Park, J., Lee, Y. R., Nozari, M., Umer, Z., Zaparolli, B., & Bryant, D. (2021). Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication. Journal of Numerical Cognition, 7(3), 388-410. https://doi.org/10.5964/jnc.6931
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Author(s) / Creator(s)Grimes, Ka Rene
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Author(s) / Creator(s)Park, Soyoung
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Author(s) / Creator(s)McClelland, Amanda
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Author(s) / Creator(s)Park, Jiyeon
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Author(s) / Creator(s)Lee, Young Ri
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Author(s) / Creator(s)Nozari, Maryam
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Author(s) / Creator(s)Umer, Zainab
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Author(s) / Creator(s)Zaparolli, Brenda
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Author(s) / Creator(s)Bryant, Diane
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PsychArchives acquisition timestamp2022-04-14T11:22:08Z
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Made available on2022-04-14T11:22:08Z
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Date of first publication2021-11-30
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Abstract / DescriptionIntelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationGrimes, K. R., Park, S., McClelland, A., Park, J., Lee, Y. R., Nozari, M., Umer, Z., Zaparolli, B., & Bryant, D. (2021). Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication. Journal of Numerical Cognition, 7(3), 388-410. https://doi.org/10.5964/jnc.6931en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5508
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6112
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.6931
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Is related tohttps://doi.org/10.23668/psycharchives.5234
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Is related tohttps://doi.org/10.23668/psycharchives.5233
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Is related tohttps://doi.org/10.23668/psycharchives.5226
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Keyword(s)replicationen_US
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Keyword(s)numeracyen_US
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Keyword(s)kindergartenen_US
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Keyword(s)intelligent tutoring systemen_US
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Keyword(s)computer-assisted instructionen_US
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Keyword(s)tabletsen_US
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Keyword(s)wait-control designen_US
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Dewey Decimal Classification number(s)150
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TitleEffectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replicationen_US
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DRO typearticle
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Issue3
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Journal titleJournal of Numerical Cognition
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Page numbers388–410
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Volume7
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Visible tag(s)Version of Recorden_US