دورية أكاديمية
Supporting Children in Mastering Temporal Relations of Stories: The TERENCE Learning Approach
| العنوان: | Supporting Children in Mastering Temporal Relations of Stories: The TERENCE Learning Approach |
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| اللغة: | English |
| المؤلفون: | Di Mascio, Tania, Gennari, Rosella, Melonio, Alessandra, Tarantino, Laura |
| المصدر: | International Journal of Distance Education Technologies. Jan-Mar 2016 14(1):44-63. |
| الإتاحة: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| الواصفات: | Time Perspective, Visual Aids, Reading Comprehension, Reading Instruction, Intelligent Tutoring Systems, Intervention, Story Reading, Educational Games, Play, Children, Reading Difficulties, Instructional Effectiveness, Usability, Elementary School Students, Foreign Countries |
| مصطلحات جغرافية: | Italy, United Kingdom |
| DOI: | 10.4018/IJDET.2016010103 |
| تدمد: | 1539-3100 |
| مستخلص: | Though temporal reasoning is a key factor for text comprehension, existing proposals for visualizing temporal information and temporal connectives proves to be inadequate for children, not only for their levels of abstraction and detail, but also because they rely on pre-existing mental models of time and temporal connectives, while in the case of children the system has to induce the development of a mental model not existing yet. Filling this gap was the main goal of the FP7 European project TERENCE, which developed an adaptive learning system shaped around the concepts of "repeated interaction experience" and of "graded text simplification" and consistent with consolidated pedagogical approaches built on "question-based games". In particular, in this paper the authors present the main features of its learner-oriented read-and-play visual interaction environment that, according to the dual-coding theory, follows a two-tiers approach pairing verbal and visual information. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2016 |
| رقم الانضمام: | EJ1086681 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1539-3100 |
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| DOI: | 10.4018/IJDET.2016010103 |