| EPSRC Reference: |
GR/R96538/01 |
| Title: |
Using externalisation and software scaffolding in multimedia systems to develop children's language comprehension |
| Principal Investigator: |
Yuill, Professor N |
| Other Investigators: |
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| Project Partners: |
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| Department: |
Sch of Engineering and Informatics |
| Organisation: |
University of Sussex |
| Scheme: |
Standard Research (Pre-FEC) |
| Starts: |
01 October 2002 |
Ends: |
30 November 2005 |
Value (£): |
333,929
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| EPSRC Research Topic Classifications: |
| Cognitive Science Appl. in ICT |
Human-Computer Interactions |
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Summary on Grant Application Form |
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Poor reading comprehension in children is a cause of international concern. Teachers often report a drop in reading skills between 7-11 years. Failure at this point reduces motivation to read, consequent reading experience and literacy development into secondary school and beyond. Previous research shows that one factor in this drop is a lack of metalinguistic awareness (the ability to reflect on language as an object). This awareness can develop rapidly in the early school years, but is not an inevitable consequence of cognitive development. It can be promoted by appropriate teaching that helps children to externalise, or stand back from, language. Recent research in multimedia systems has provided new techniques and information to support external cognition, which have not yet been applied to the development of language awareness in children. This proposal investigates the application of three features of multimedia design to an existing training programme that uses language ambiguity in riddles to enhance comprehension.(1) Software scaffolding provides individualised support that fades according to the learner's progress.(2) Multiple external representations of the same information provide cognitive benefits. We will provide different representations of language ambiguity (text, graphics and sound - intonation) that interact with each other in ways that will aid understanding of ambiguity.(3) Computer-mediated discussion has been used fruitfully in educational software to develop scientific reasoning. We wish to extend CMD to the domain of language ambiguity, particularly since word play harnesses uses of oral language with which learners are highly familiar.
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Key Findings |
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This information can now be found on Gateway to Research (GtR) http://gtr.rcuk.ac.uk
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Potential use in non-academic contexts |
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This information can now be found on Gateway to Research (GtR) http://gtr.rcuk.ac.uk
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Impacts |
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| Description |
This information can now be found on Gateway to Research (GtR) http://gtr.rcuk.ac.uk |
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Sectors submitted by the Researcher |
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This information can now be found on Gateway to Research (GtR) http://gtr.rcuk.ac.uk
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| Project URL: |
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| Further Information: |
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| Organisation Website: |
http://www.sussex.ac.uk |