High-fidelity implementation of web-based intelligent tutoring system improves fourth and fifth graders content area reading comprehension Academic Article

abstract

• Technologies and their effectiveness are impacted by how well they are implemented. A large scale randomized controlled trial was conducted to study the efficacy of a web-based intelligent tutoring system to deliver the structure strategy to improve content area reading comprehension. We present our theory of change focusing on the theoretical framework: structure strategy, delivery approach of web-based intelligent tutoring systems, and contextual conditions for successful adoption of the tool with fidelity. Results from the optimal implementation schools show statistically significantly better performance by ITSS classrooms compared to their control counterparts with moderate to large effect sizes. Conditions for implementing technology-based interventions with fidelity in schools are discussed. 2013 Elsevier Ltd. All rights reserved.

authors

• Wijekumar, Kausalai

published proceedings

• COMPUTERS & EDUCATION

author list (cited authors)

• Wijekumar, K. K., Meyer, B., & Lei, P.

citation count

• 42

complete list of authors

• Wijekumar, Kausalai Kay||Meyer, Bonnie JF||Lei, Puiwa

publication date

• January 2013

publisher

• Elsevier  Publisher

published in

• Computers & Education  Journal

keywords

• Fidelity Of Implementation
• Fourth- And Fifth-grade Reading
• Reading Comprehension Instruction
• Structure Strategy
• Web-based Tutoring

Digital Object Identifier (DOI)

• 10.1016/j.compedu.2013.05.021

start page

• 366

end page

• 379

volume

• 68

URL

• http://dx.doi.org/10.1016/j.compedu.2013.05.021