Abstract
The TERENCE project was an European FP7 project that improved reading comprehension of its primary users, namely, 7–11 years old children, hearing and deaf, from primary schools, with deep text comprehension problems. The project developed an adaptive learning system (ALS) delivering learning material and tasks in an adaptive fashion, according to the profiles of its learners. The paper describes the TERENCE evaluation methodology, its innovative aspect (i.e., the parallel investigation of psycho-pedagogical effectiveness and usability), and focuses on the relationship between usability and psycho-pedagogical data. The study shows that precision in smart games is linearly related to comprehension.
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Cecilia, M.R., Cofini, V., di Mascio, T., Vittorini, P. (2014). The Relationship between Psycho-pedagogical and Usability Data in the TERENCE Evaluation Methodology. In: Mascio, T., Gennari, R., Vitorini, P., Vicari, R., de la Prieta, F. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning. Advances in Intelligent Systems and Computing, vol 292. Springer, Cham. https://doi.org/10.1007/978-3-319-07698-0_8
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DOI: https://doi.org/10.1007/978-3-319-07698-0_8
Publisher Name: Springer, Cham
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