Initially, we gathered teachers’ user requirements for the iRead system. Curricula were reviewed, user stories developed, constraints for the iRead system identified. The second task focused on privacy and security, and in particular data ownership, data storage and data security. The third task captured what is expected from the system in terms of functionality.
We then defined seven ‘domain models’ shaping the project’s learning goals, and developed dictionary content resources used by the project applications. These represented the needs of novice readers in four languages (Greek, English, German, Spanish), struggling readers (English, Greek) and children learning English as a foreign language. Domain models capture the language features that have to be mastered when learning to read. Also, we developed annotated dictionaries which are linked to the domain models form the primary source of educational content. These linguistic resources have been uploaded to and made available through the European Language Grid (ELG).
Using the domain models, the following four personalised learning technologies were designed:
A text classification tool: efforts were directed towards personalising text selection for learners based on their reading needs as well as reading goals.
A literacy game ‘Navigo’ and interactive e-books: we developed games designed to teach reading. The games engags learners across a wide breadth of learning objectives; covering both word and sentence level reading content.
A Reader app ‘Amigo’: the Reader was designed to scaffold children’s reading through personalised embedded supports and other instructional features.
The iRead project partners designed, implemented and deployed the cloud software infrastructure which supports the Navigo game and the Amigo Reader in offering a personalized “learning to read” experience. The infrastructure consists of components handling an array of sophisticated tasks e.g. user and domain modelling, user management.
An evaluation phase followed the development of the above technologies. This focused on Navigo’s and Amigo’s adoption in schools. Students attending primary education across the UK, Spain, Greece, Sweden, Romania and Germany used the apps as part of their classroom learning led by their teachers. Additionally, a series of evaluation studies were carried out to evaluate specific design features of each app in how they support the children’s learning.
To support the analysis of the data collected during the evaluation phase of the project and its monitoring an “Analytics’ system” was developed. Moreover, in support of the “unsupervised-use” of Navigo at home a dedicated web server was activated and user admin tools. Finally, the iRead system was deployed for use by all evaluation pilots, and the system ran in a continuous and stable manner with the support of continous maintenance.
The impact and innovation results of the project were:
• Linguistic resources in four languages to aid future SMEs in the development of new children’s literacy and language technology
• Four personalised learning technologies with two of them tested in schools. This includes the Navigo, which the consortium is seeking to license to a third party
• Engaged and sustained use of the Navigo game by 3,700 children and their teachers in six countries
• Capacity building in schools through teacher training designed to support literacy technology with primary school students. This includes the attendance of 323 teachers/TAs in events
• An evidenced-based approach to designing and delivering professional development in schools providing opportunities for future consultancies
The key research results of the project included:
• A theoretical and reflexive understanding of game task design for literacy and language learning at scale
• An empirical understanding of e-Reader highlighting and game formative feedback in supporting the reading process of young learners, including learner group comparisons
• An empirically-grounded account of technology appropriation processes as it relates to schools
• In addition to the above outputs, which have taken place at a consortium level, a number of partners made focused contributions to specific topics of games-based learning e.g. efficacy studies, investigation of learning curves, comparisons between personalised and teacher led use of games
