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Math Content Readability, Student Reading Ability, and Behavior Associated with Gaming the System in Adaptive Learning Software

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Title: Math Content Readability, Student Reading Ability, and Behavior Associated with Gaming the System in Adaptive Learning Software
Language: English
Authors: Pranjli Khanna, Kaleb Mathieu, Kole Norberg, Husni Almoubayy, Stephen E. Fancsali
Source: International Educational Data Mining Society. 2025.
Availability: International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2000638
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Computer Software, Computer Uses in Education, Reading Difficulties, Reading Skills, Mathematics Instruction, Student Behavior, Readability, Mathematics Activities, Predictor Variables, Word Problems (Mathematics), Middle School Students
Geographic Terms: Massachusetts
Assessment and Survey Identifiers: Massachusetts Comprehensive Assessment System
Abstract: Recent research on more comprehensive models of student learning in adaptive math learning software used an indicator of student reading ability to predict students' tendencies to engage in behaviors associated with so-called "gaming the system." Using data from Carnegie Learning's MATHia adaptive learning software, we replicate the finding that students likely to experience reading difficulties are more likely to engage in behaviors associated with gaming the system. Using both observational and experimental data, we consider relationships between student reading ability, readability of specific math lessons, and behavior associated with gaming. We identify several readability characteristics of specific content that predict detected gaming behavior, as well as evidence that a prior experiment that targeted enhanced content readability decreased behavior associated with gaming, but only for students that are predicted to be less likely to experience reading difficulties. We suggest avenues for future research to better understand and model behavior of math learners, especially those who may be experiencing reading difficulties while they learn math. [For the complete proceedings, see ED675583.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED675654
Database: ERIC
FullText Text:
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  Data: International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/
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  Data: Recent research on more comprehensive models of student learning in adaptive math learning software used an indicator of student reading ability to predict students' tendencies to engage in behaviors associated with so-called "gaming the system." Using data from Carnegie Learning's MATHia adaptive learning software, we replicate the finding that students likely to experience reading difficulties are more likely to engage in behaviors associated with gaming the system. Using both observational and experimental data, we consider relationships between student reading ability, readability of specific math lessons, and behavior associated with gaming. We identify several readability characteristics of specific content that predict detected gaming behavior, as well as evidence that a prior experiment that targeted enhanced content readability decreased behavior associated with gaming, but only for students that are predicted to be less likely to experience reading difficulties. We suggest avenues for future research to better understand and model behavior of math learners, especially those who may be experiencing reading difficulties while they learn math. [For the complete proceedings, see ED675583.]
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      – Text: English
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        PageCount: 8
    Subjects:
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Reading Difficulties
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      – SubjectFull: Reading Skills
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Student Behavior
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      – SubjectFull: Readability
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      – SubjectFull: Mathematics Activities
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Middle School Students
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      – SubjectFull: Massachusetts
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      – TitleFull: Math Content Readability, Student Reading Ability, and Behavior Associated with Gaming the System in Adaptive Learning Software
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