Exploring video engagement in an intelligent tutoring system

Abstract

This paper presents the results of student engagement with eBRAVO, an Intelligent Tutoring System designed to support students’ development of reading comprehension strategies. The eBRAVO curriculum is a personalized experience based on the students’ previous engagement with the tool as well as their demonstration of deep comprehension of the current materials. This personalization may include support in the form of video lessons that target the comprehension strategy with which the reader has recently struggled embedded within the chapter context the reader was currently working. This paper outlines the results from a deployment during a summer program supporting students reading ecology content, and shows that students are clearly distinguishable into categories that denote their patterns of engagement with these videos. It also discusses how these results connect to comprehension assessment results within the system and at a unit level and the implications these results have for the design of future classroom intervention systems.