Infrastructure and integrated tools for personalized learning of reading skill

Informazioni relative al progetto

iRead

ID dell’accordo di sovvenzione: 731724

DOI

10.3030/731724

Progetto chiuso

Data della firma CE 25 Ottobre 2016

Data di avvio 1 Gennaio 2017

Data di completamento 30 Giugno 2021

Finanziato da

• INDUSTRIAL LEADERSHIP - Leadership in enabling and industrial technologies - Information and Communication Technologies (ICT)

Costo totale

€ 5 547 042,50

Contributo UE

€ 5 114 673,13

Coordinato da

UNIVERSITY COLLEGE LONDON
United Kingdom

CORDIS fornisce collegamenti ai risultati finali pubblici e alle pubblicazioni dei progetti ORIZZONTE.

I link ai risultati e alle pubblicazioni dei progetti del 7° PQ, così come i link ad alcuni tipi di risultati specifici come dataset e software, sono recuperati dinamicamente da .OpenAIRE .

Risultati finali

Documents, reports (28)

Dissemination and Communication Plan
Interim Report on iRead Evaluation

D9.4: Interim Report on iRead Evaluation (M36)

The iRead Infrastructure
Dyslexia Domain Models (English/ Greek)
Final Dissemination and Communication Report
Learning Analytics
iRead Game Specification and Design
User Adaptation component
The final iRead Integrated System
Final Report on iRead Evaluation

D9.5: Final Report on iRead Evaluation (M48)

iRead's System Architecture
iRead's Evaluation Plan
Novice-Reader Domain Models (Spanish/ German)
Quality Assurance Plan
Final Report on iRead Incubation Activities and Outcomes
Novice-Reader Domain Models (English, Greek,EFL)
Privacy and Security
Content Classification Component
iRead Reader app Interaction and Visual Design
User-Model Driven Content Classification Metrics
Interim Report on Practitioner Professional Development and Support
Final Report on Practitioner Professional Development and Support
iRead app Reader
User Requirements Analysis and Pilot Specification
The iRead Integrated System
Report on iRead Incubation Activities
Syntax Analysers
System Specifications

Demonstrators, pilots, prototypes (7)

"iRead Localized Literacy Games -Batch#1"
Interactive Personalized e-books
"iRead Literacy Games -Batch#2"

"iRead Literacy Games - Batch#2"

"iRead Localized Literacy Games -Batch#3"
"iRead Literacy Games -Batch#1"

"iRead Literacy Games - Batch#1"

"iRead Localized Literacy Games -Batch#2"
"iRead Literacy Games -Batch#3"

Websites, patent fillings, videos etc. (1)

Project Presentation Templates and Project Web-site

Pubblicazioni

Conference proceedings (18)

LEARNING TO TAKE THE NEXT STEP: KNOWLEDGE ACQUISITION OF ORTHOGRAPHIC PATTERNS IN SERIOUS GAMES WITH IMMEDIATE FEEDBACK

Autori: K. Berkling, H. Kermes
Pubblicato in: EDULEARN20, 2020
Editore: iated

Personalised learning-based technology: The case of iRead and the Greek pilot (Τεχνολογία βασισμένη στην προσωποποιημένη μάθηση: η περίπτωση του έργου iRead και της ελληνικής πιλοτικής εφαρμογής)

Autori: Margariti E., Economou T., Kotsanis Y.
Pubblicato in: "12th Panhellenic and International Conference ""ICT in Education"" (12ο Πανελλήνιο και Διεθνές Συνέδριο «Οι ΤΠΕ στην Εκπαίδευση»)", 2021
Editore: Greek Science Association of ICT in Education (Ελληνική Επιστημονική Ένωση Τεχνολογιών Πληροφορίας και Επικοινωνιών στην Εκπαίδευση

Elaborative Feedback in L2 Reading Games

Autori: Pattemore, M., Gilabert, R., and Serra, J.
Pubblicato in: Proceedings of the 3rd International Symposium on Gamification and Games for Learning (GamiLearn’19), 2019
Editore: Ceur-ws.org

Developing Reading Skills in EFL Through Adaptive Game-based Learning

Autori: Gilabert, R., Israelsson, D., Serra, J, Pattemore, M, Feijoo Sa. Castellví, J.
Pubblicato in: Conference Proceedings at the European conference on game-based learning, 2021
Editore: University of Brighton

Wikinflection Corpus: A (Better) Multilingual, Morpheme-Annotated Inflectional Corpus

Autori: Eleni Metheniti and Günter Neumann
Pubblicato in: LREC - International Conference on Language Resources and Evaluation (LREC-2020), 2020
Editore: LREC

Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Autori: Yvonne Vezzoli, Manolis Mavrikis, Asimina Vasalou
Pubblicato in: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 2020, Pagina/e 73-82, ISBN 9781450377126
Editore: ACM
DOI: 10.1145/3375462.3375537

LightRel SemEval-2018 Task 7: Lightweight and Fast Relation Classification

Autori: Renslow, Tyler; Neumann, Günter
Pubblicato in: Numero 1, 2018
Editore: ACL

A Critical Examination of Feedback in Early Reading Games

Autori: Laura Benton, Asimina Vasalou, Kay Berkling, Wolmet Barendregt, Manolis Mavrikis
Pubblicato in: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18, 2018, Pagina/e 1-12, ISBN 9781-450356206
Editore: ACM Press
DOI: 10.1145/3173574.3173947

Transfer of Educational Skills from Games to Classroom tasks - A Case Study using iRead to Improve Reading and Writing

Autori: Kay Berkling, Birgit Franken
Pubblicato in: 2019
Editore: GamiLearn

Designing a comprehensive evaluation method for learning games - a general approach with specific application to iRead

Autori: Kay Berkling, Roger Gilabert Guerrero
Pubblicato in: 2019
Editore: GamiFin

Wikinflection: Massive semi-supervised generation of multilingual inflectional corpus from Wiktionary

Autori: Eleni Metheniti and Günter Neumann
Pubblicato in: Proceedings of the 17th International Workshop on Treebanks and Linguistic Theories (TLT 2018), 2018
Editore: Linköping University Electronic Press

Identifying grammar rules for language education with dependency parsing in German

Autori: Eleni Metheniti, Pomi Baram Park, and Günter Neumann
Pubblicato in: Fifth International Conference on Dependency Linguistics (Depling, SyntaxFest 2019), 2019
Editore: Association for Computational Linguistics

Elaborative Feedback in L2 Reading Games

Autori: Pattemore, M.; Gilabert, R.; Serran, J.
Pubblicato in: CEUR-WS.ORG, 2019
Editore: CEUR-WS.ORG

What's Missing - The Role of Instructional Design in Children's Games-Based Learning

Autori: Laura Benton, Asimina Vasalou, Wolmet Barendregt, Leona Bunting, Andrea Révész
Pubblicato in: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19, 2019, Pagina/e 1-11, ISBN 9781450359702
Editore: ACM Press
DOI: 10.1145/3290605.3300812

Towards Evidence-informed Design Principles for Adaptive Reading Games

Autori: Manolis Mavrikis, Asimina Vasalou, Laura Benton, Chrysanthi Raftopoulou, Antonios Symvonis, Kostas Karpouzis, Drew Wilkins
Pubblicato in: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems - CHI EA '19, 2019, Pagina/e 1-4, ISBN 9781-450359719
Editore: ACM Press
DOI: 10.1145/3290607.3313256

How critical engagements with design can identify gaps and create new evidence: A case study of the iRead project

Autori: Sumner, E., Herbert, E., Benton, L., Joye, N., Mavrikis, M. and Vasalou, A
Pubblicato in: 1st ELN Literacy Summit, 2018
Editore: European Literacy Network

Interactive and Personalized Activity eBooks for Learning to Read: The iRead Case

Autori: Nick Deligiannis, Dionysis Panagiotopoulos, Panagiotis Patsilinakos, Chrysanthi N. Raftopoulou, Antonios Symvonis
Pubblicato in: iTextbooks@AIED 2019 First Workshop on Intelligent Textbooks co-located with 20th International Conference on Artificial Intelligence in Education (AIED 2019), Chicago, IL, USA, June 25, 2019., 2019
Editore: CEUR Workshop Proceedings

Interactive Personalized eBooks for Education

Autori: Stavros Droutsas, Panagiotis Patsilinakos, Antonios Symvonis
Pubblicato in: 2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA), 2018, Pagina/e 1-8, ISBN 978-1-5386-8161-9
Editore: IEEE
DOI: 10.1109/iisa.2018.8633663

Peer reviewed articles (8)

The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study

Autori: Andrea Révész, Leona Bunting, Adrian Florea, Roger Gilabert, Ylva Hård af Segerstad, Ioan P. Mihu, Cliff Parry, Laura Benton, Asimina Vasalou
Pubblicato in: TESOL Quarterly, 2021, ISSN 0039-8322
Editore: Teachers of English to Speakers of Other Languages
DOI: 10.1002/tesq.3036

Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom

Autori: Leona Bunting, Ylva Hård af Segerstad, Wolmet Barendregt
Pubblicato in: International Journal of Child-Computer Interaction, Numero 27, 2021, Pagina/e 100236, ISSN 2212-8689
Editore: Elsevier BV
DOI: 10.1016/j.ijcci.2020.100236

Designing for “challenge” in a large‐scale adaptive literacy game for primary school children

Autori: Laura Benton, Manolis Mavrikis, Asimina Vasalou, Nelly Joye, Emma Sumner, Elisabeth Herbert, Andrea Revesz, Antonios Symvonis, Chrysanthi Raftopoulou
Pubblicato in: British Journal of Educational Technology, Numero 52/5, 2021, Pagina/e 1862-1880, ISSN 0007-1013
Editore: Blackwell Publishing Inc.
DOI: 10.1111/bjet.13146

Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback

Autori: Asimina Vasalou, Laura Benton, Seray Ibrahim, Emma Sumner, Nelly Joye, Elisabeth Herbert
Pubblicato in: British Journal of Educational Technology, 2021, ISSN 0007-1013
Editore: Blackwell Publishing Inc.
DOI: 10.1111/bjet.13145

Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy

Autori: Judit Serra, Roger Gilabert
Pubblicato in: British Journal of Educational Technology, Numero 52/5, 2021, Pagina/e 1898-1916, ISSN 0007-1013
Editore: Blackwell Publishing Inc.
DOI: 10.1111/bjet.13131

Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play

Autori: Asimina Vasalou, Rilla Khaled, Wayne Holmes, Daniel Gooch
Pubblicato in: Computers & Education, Numero 114, 2017, Pagina/e 175-192, ISSN 0360-1315
Editore: Pergamon Press Ltd.
DOI: 10.1016/j.compedu.2017.06.009

Integrating heterogeneous sources for predicting question temporal anchors across Yahoo! Answers

Autori: Alejandro Figueroa, Carlos Gómez-Pantoja, Günter Neumann
Pubblicato in: Information Fusion, Numero 50, 2019, Pagina/e 112-125, ISSN 1566-2535
Editore: Elsevier BV
DOI: 10.1016/j.inffus.2018.10.006

Tablet for two: How do children collaborate around single player tablet games?

Autori: Rowanne Fleck, Asimina Vasalou, Konstantina Stasinou
Pubblicato in: International Journal of Human-Computer Studies, Numero 145, 2021, Pagina/e 102539, ISSN 1071-5819
Editore: Academic Press
DOI: 10.1016/j.ijhcs.2020.102539

Book chapters (4)

Comparing pupils and teacher’s reflections on iRead tablet-based literacy games in a German elementary school

Autori: Nancy Knorr, Kay Berkling
Pubblicato in: CALL for widening participation: short papers from EUROCALL 2020, 2020, Pagina/e 161-166, ISBN 9782490057818
Editore: Research-publishing.net
DOI: 10.14705/rpnet.2020.48.1182

Designing a gamified reading app with pupils in elementary school

Autori: Bassant El Naggar, Kay Berkling
Pubblicato in: CALL for widening participation: short papers from EUROCALL 2020, 2020, Pagina/e 63-68, ISBN 9782490057818
Editore: Research-publishing.net
DOI: 10.14705/rpnet.2020.48.1166

Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school

Autori: Karim Fayed, Birgit Franken, Kay Berkling
Pubblicato in: CALL for widening participation: short papers from EUROCALL 2020, 2020, Pagina/e 69-74, ISBN 9782490057818
Editore: Research-publishing.net
DOI: 10.14705/rpnet.2020.48.1167

Effects of Game-Based Learning on Academic Performance and Student Interest

Autori: Irene Vargianniti, Kostas Karpouzis
Pubblicato in: Games and Learning Alliance - 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings, Numero 11899, 2019, Pagina/e 332-341, ISBN 978-3-030-34349-1
Editore: Springer International Publishing
DOI: 10.1007/978-3-030-34350-7_32