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首页> 外文会议>International Congress on Advanced Applied Informatics >A Collaborative Reading Annotation System with Formative Assessment and Feedback Mechanisms to Promote Digital Reading Performance
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A Collaborative Reading Annotation System with Formative Assessment and Feedback Mechanisms to Promote Digital Reading Performance

机译：具有形成性评估和反馈机制的协同阅读注释系统，以促进数字阅读性能

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The collaborative reading annotation system (CRAS) has been proved its success in promoting reading performance in comparison with traditional paper-based reading. However, there is still a lack of an effective formative assessment and feedback mechanisms in the CRAS, which can assist learners to promote their self-regulated learning and reflection. Therefore, this study uses a C4.5 decision tree to develop a CRAS with formative assessment and feedback mechanisms (CRAS-FAFM) based on four considered social network indicators, which could forecast the learners with low reading comprehension and suggest them to interact with the learners who are predicted with high reading comprehension performance and infrequently interact in the digital reading activity in order to enhance their reading comprehension through interactive discussion. Accordingly, this study intends to discuss the effects of learners who use the CRAS-FAFM and CRAS without formative assessment and feedback mechanisms (CRAS-NFAFM) on reading comprehension performance and interactive discussion. Analytical results show that the average prediction accuracy rate of the developed CRAS-FAFM in identifying the learners with low reading comprehension performance is as high as 68.33%. Moreover, compared to CRAS-NFAFM, the CRAS-FAFM provides remarkable benefits in promoting the reading comprehension performance and interactive discussion on the discussion level of comparison, discussion, and analysis, particularly for the learners with low prior knowledge.
机译：与传统纸张读数相比，已证明其在促进阅读性能方面取得了成功。然而，仍然缺乏有效的CRA中的形成性评估和反馈机制，可以帮助学习者促进他们的自我监管的学习和反思。因此，本研究使用C4.5决策树来开发基于四个被认为的社交网络指标的形成性评估和反馈机制（CRAS-FAFM）的CRA，这可能预测阅读理解的学习者并建议他们与之互动以高读取理解性能预测的学习者，在数字阅读活动中不经常互动，以通过互动讨论提高他们的阅读理解。因此，本研究旨在讨论在没有形成性评估和反馈机制（CRAS-NFAFM）的阅读理解性能和互动讨论的情况下讨论使用CRAS-FAFM和CRA的学习者的影响。分析结果表明，发达的Cras-FAFM的平均预测精度率在识别具有较低阅读理解性能的学习者的识别性能高达68.33％。此外，与CRAS-NFAFM相比，CRAS-FAFM在促进阅读理解性能和互动讨论方面提供了显着的益处，就讨论，讨论和分析，特别是对于具有低先认识的学习者来说。

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