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Student Engagement with Evidence-Based Supports for Literacy on a Digital Platform

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Bibliographic Details
Title: Student Engagement with Evidence-Based Supports for Literacy on a Digital Platform
Language: English
Authors: Tare, Medha, Shell, Alison R., Jackson, Scott R.
Source: Journal of Research on Technology in Education. 2022 54(2):177-187.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Learner Engagement, Elementary School Students, Educational Technology, Electronic Learning, Student Characteristics, Evidence Based Practice, Literacy, Technology Uses in Education, Audiovisual Aids, Instructional Design, Reading Achievement
DOI: 10.1080/15391523.2020.1821412
ISSN: 1539-1523
1945-0818
Abstract: There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students' (N = 1857; Grades 1-6) use of these new optional features (e.g., audio supports, text magnification, annotation) when completing assignments online and found that 92% of students tried at least one. Importantly, we also found that students showed greater engagement with harder assignments when they used the features. Use of the support features did not differ by student characteristics such as reading proficiency, special education, or socioeconomic status, suggesting that developing research-informed features could potentially benefit all students when they need extra scaffolding.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1350568
Database: ERIC
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  Data: Student Engagement with Evidence-Based Supports for Literacy on a Digital Platform
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Technology+in+Education%22"><i>Journal of Research on Technology in Education</i></searchLink>. 2022 54(2):177-187.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Audiovisual+Aids%22">Audiovisual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink>
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  Data: 10.1080/15391523.2020.1821412
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  Data: There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students' (N = 1857; Grades 1-6) use of these new optional features (e.g., audio supports, text magnification, annotation) when completing assignments online and found that 92% of students tried at least one. Importantly, we also found that students showed greater engagement with harder assignments when they used the features. Use of the support features did not differ by student characteristics such as reading proficiency, special education, or socioeconomic status, suggesting that developing research-informed features could potentially benefit all students when they need extra scaffolding.
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        StartPage: 177
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      – SubjectFull: Educational Technology
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      – SubjectFull: Audiovisual Aids
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