Infrastructure and integrated tools for personalized learning of reading skill

Informacje na temat projektu

iRead

Identyfikator umowy o grant: 731724

DOI

10.3030/731724

Projekt został zamknięty

Data podpisania przez KE 25 Października 2016

Data rozpoczęcia 1 Stycznia 2017

Data zakończenia 30 Czerwca 2021

Finansowanie w ramach

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

Koszt całkowity

€ 5 547 042,50

Wkład UE

€ 5 114 673,13

Koordynowany przez

UNIVERSITY COLLEGE LONDON
United Kingdom

CORDIS oferuje możliwość skorzystania z odnośników do publicznie dostępnych publikacji i rezultatów projektów realizowanych w ramach programów ramowych HORYZONT.

Odnośniki do rezultatów i publikacji związanych z poszczególnymi projektami 7PR, a także odnośniki do niektórych konkretnych kategorii wyników, takich jak zbiory danych i oprogramowanie, są dynamicznie pobierane z systemu OpenAIRE .

Rezultaty

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

Publikacje

Conference proceedings (18)

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

Autorzy: K. Berkling, H. Kermes
Opublikowane w: EDULEARN20, 2020
Wydawca: 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)

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

Elaborative Feedback in L2 Reading Games

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

Developing Reading Skills in EFL Through Adaptive Game-based Learning

Autorzy: Gilabert, R., Israelsson, D., Serra, J, Pattemore, M, Feijoo Sa. Castellví, J.
Opublikowane w: Conference Proceedings at the European conference on game-based learning, 2021
Wydawca: University of Brighton

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

Autorzy: Eleni Metheniti and Günter Neumann
Opublikowane w: LREC - International Conference on Language Resources and Evaluation (LREC-2020), 2020
Wydawca: LREC

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

Autorzy: Yvonne Vezzoli, Manolis Mavrikis, Asimina Vasalou
Opublikowane w: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 2020, Strona(/y) 73-82, ISBN 9781450377126
Wydawca: ACM
DOI: 10.1145/3375462.3375537

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

Autorzy: Renslow, Tyler; Neumann, Günter
Opublikowane w: Numer 1, 2018
Wydawca: ACL

A Critical Examination of Feedback in Early Reading Games

Autorzy: Laura Benton, Asimina Vasalou, Kay Berkling, Wolmet Barendregt, Manolis Mavrikis
Opublikowane w: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18, 2018, Strona(/y) 1-12, ISBN 9781-450356206
Wydawca: 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

Autorzy: Kay Berkling, Birgit Franken
Opublikowane w: 2019
Wydawca: GamiLearn

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

Autorzy: Kay Berkling, Roger Gilabert Guerrero
Opublikowane w: 2019
Wydawca: GamiFin

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

Autorzy: Eleni Metheniti and Günter Neumann
Opublikowane w: Proceedings of the 17th International Workshop on Treebanks and Linguistic Theories (TLT 2018), 2018
Wydawca: Linköping University Electronic Press

Identifying grammar rules for language education with dependency parsing in German

Autorzy: Eleni Metheniti, Pomi Baram Park, and Günter Neumann
Opublikowane w: Fifth International Conference on Dependency Linguistics (Depling, SyntaxFest 2019), 2019
Wydawca: Association for Computational Linguistics

Elaborative Feedback in L2 Reading Games

Autorzy: Pattemore, M.; Gilabert, R.; Serran, J.
Opublikowane w: CEUR-WS.ORG, 2019
Wydawca: CEUR-WS.ORG

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

Autorzy: Laura Benton, Asimina Vasalou, Wolmet Barendregt, Leona Bunting, Andrea Révész
Opublikowane w: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19, 2019, Strona(/y) 1-11, ISBN 9781450359702
Wydawca: ACM Press
DOI: 10.1145/3290605.3300812

Towards Evidence-informed Design Principles for Adaptive Reading Games

Autorzy: Manolis Mavrikis, Asimina Vasalou, Laura Benton, Chrysanthi Raftopoulou, Antonios Symvonis, Kostas Karpouzis, Drew Wilkins
Opublikowane w: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems - CHI EA '19, 2019, Strona(/y) 1-4, ISBN 9781-450359719
Wydawca: 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

Autorzy: Sumner, E., Herbert, E., Benton, L., Joye, N., Mavrikis, M. and Vasalou, A
Opublikowane w: 1st ELN Literacy Summit, 2018
Wydawca: European Literacy Network

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

Autorzy: Nick Deligiannis, Dionysis Panagiotopoulos, Panagiotis Patsilinakos, Chrysanthi N. Raftopoulou, Antonios Symvonis
Opublikowane w: 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
Wydawca: CEUR Workshop Proceedings

Interactive Personalized eBooks for Education

Autorzy: Stavros Droutsas, Panagiotis Patsilinakos, Antonios Symvonis
Opublikowane w: 2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA), 2018, Strona(/y) 1-8, ISBN 978-1-5386-8161-9
Wydawca: 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

Autorzy: Andrea Révész, Leona Bunting, Adrian Florea, Roger Gilabert, Ylva Hård af Segerstad, Ioan P. Mihu, Cliff Parry, Laura Benton, Asimina Vasalou
Opublikowane w: TESOL Quarterly, 2021, ISSN 0039-8322
Wydawca: 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

Autorzy: Leona Bunting, Ylva Hård af Segerstad, Wolmet Barendregt
Opublikowane w: International Journal of Child-Computer Interaction, Numer 27, 2021, Strona(/y) 100236, ISSN 2212-8689
Wydawca: Elsevier BV
DOI: 10.1016/j.ijcci.2020.100236

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

Autorzy: Laura Benton, Manolis Mavrikis, Asimina Vasalou, Nelly Joye, Emma Sumner, Elisabeth Herbert, Andrea Revesz, Antonios Symvonis, Chrysanthi Raftopoulou
Opublikowane w: British Journal of Educational Technology, Numer 52/5, 2021, Strona(/y) 1862-1880, ISSN 0007-1013
Wydawca: 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

Autorzy: Asimina Vasalou, Laura Benton, Seray Ibrahim, Emma Sumner, Nelly Joye, Elisabeth Herbert
Opublikowane w: British Journal of Educational Technology, 2021, ISSN 0007-1013
Wydawca: 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

Autorzy: Judit Serra, Roger Gilabert
Opublikowane w: British Journal of Educational Technology, Numer 52/5, 2021, Strona(/y) 1898-1916, ISSN 0007-1013
Wydawca: 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

Autorzy: Asimina Vasalou, Rilla Khaled, Wayne Holmes, Daniel Gooch
Opublikowane w: Computers & Education, Numer 114, 2017, Strona(/y) 175-192, ISSN 0360-1315
Wydawca: Pergamon Press Ltd.
DOI: 10.1016/j.compedu.2017.06.009

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

Autorzy: Alejandro Figueroa, Carlos Gómez-Pantoja, Günter Neumann
Opublikowane w: Information Fusion, Numer 50, 2019, Strona(/y) 112-125, ISSN 1566-2535
Wydawca: Elsevier BV
DOI: 10.1016/j.inffus.2018.10.006

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

Autorzy: Rowanne Fleck, Asimina Vasalou, Konstantina Stasinou
Opublikowane w: International Journal of Human-Computer Studies, Numer 145, 2021, Strona(/y) 102539, ISSN 1071-5819
Wydawca: 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

Autorzy: Nancy Knorr, Kay Berkling
Opublikowane w: CALL for widening participation: short papers from EUROCALL 2020, 2020, Strona(/y) 161-166, ISBN 9782490057818
Wydawca: Research-publishing.net
DOI: 10.14705/rpnet.2020.48.1182

Designing a gamified reading app with pupils in elementary school

Autorzy: Bassant El Naggar, Kay Berkling
Opublikowane w: CALL for widening participation: short papers from EUROCALL 2020, 2020, Strona(/y) 63-68, ISBN 9782490057818
Wydawca: 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

Autorzy: Karim Fayed, Birgit Franken, Kay Berkling
Opublikowane w: CALL for widening participation: short papers from EUROCALL 2020, 2020, Strona(/y) 69-74, ISBN 9782490057818
Wydawca: Research-publishing.net
DOI: 10.14705/rpnet.2020.48.1167

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

Autorzy: Irene Vargianniti, Kostas Karpouzis
Opublikowane w: Games and Learning Alliance - 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings, Numer 11899, 2019, Strona(/y) 332-341, ISBN 978-3-030-34349-1
Wydawca: Springer International Publishing
DOI: 10.1007/978-3-030-34350-7_32