Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for...
Transcript of Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for...
![Page 1: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/1.jpg)
Using Mobile Phones to Investigate The Effect of Productive Lexical Processing on
Word Recognition in Rural India
Anuj Kumar1, Pooja Reddy2, Matthew Kam1
1 Human-Computer Interaction Institute, Carnegie Mellon University 2 Department of Modern Languages , Carnegie Mellon University
SLRF, 2010
1
![Page 2: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/2.jpg)
Rural Poverty and Literacy Problems• 260 million children worldwide
are not reading at age level(UNICEF, 2009)
• In rural schools in the developingworld there is a lack of books;few, if any (skilled) teachers; 1:75 student-teacher ratio;children have to stay home often(Abadzi, 2006)
• In rural India, only 11% of childrencan read and understand Englishwords even after 3 years of schooling(Desai, Adams, & Dubai, 2008)
Above PovertyBelow Poverty
Socio-Economic Status
Read
ing
Scor
e1
1PISA, 2003
Source: Willlms, 2004
2
![Page 3: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/3.jpg)
The Need for English Literacy in Rural India
• Mastery of English is the “single most influential factor that determines access to … important economic and social avenues” (Kishwar 2005)
• In open-ended interviews with families, children, and other stake-holders in communities in rural parts of India, 96% agreedthat there is a dire need for English literacy skills “for survival”
3
![Page 4: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/4.jpg)
A Possible Solution – Mobile Learning• Mobile phones are the fastest growing technology platform in the
developing world
4
![Page 5: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/5.jpg)
A Possible Solution – Mobile Learning• Mobile educational games target learning any time, any place• 101 million children cannot/do not attend school (36 million
in South Asia and 39 million in Sub-Saharan Africa) – UNESCO, 2009
• Make literacy learning resources more accessible, even out-of school
• Make the learning process more enjoyable and thus more effective (Kam et al., 2008; 2009)
• Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized learning (Gee, 2003)
• Thus, we use mobile technology to iteratively investigate and promote L2 word reading development in rural India
5
![Page 6: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/6.jpg)
Why Word Recognition?• Word recognition is operationalized as the ability to read and
understand a written word
• Need to recognize about 98% of words in a text to comprehend it (Hu & Nation, 2000; Carver, 1994)
• Word recognition is a critical stepping stone from “learning-to-read” to “reading-to-learn”(Carver 1990; Chall 1996; Perfetti 1985)
• Word recognition is a major bottleneck for L2 readers at the grade 4-5 level (Carlo et al., 2004; August et al., 2005)
• Baseline studies with this group have shown that basic English decoding was sufficient; however, word recognition remains problematic
6
![Page 7: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/7.jpg)
Components of Word Recognition:Lexical Quality Hypothesis
• Word recognition skills are contingent upon the quality of three representations: phonology, orthography, and semantics (Perfetti & Hart, 2001)
• Word recognition consists of decoding and semantic extraction
• Universality of phonological processes (Perfetti, 2003; c.f. Coltheart, 2001)
Orthography Phonology
Semantics
Decoding
Semantic Extraction
7
![Page 8: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/8.jpg)
The Role of Production in Lexical Processing
• Decoding and semantic extraction are usually measured as receptive processes (e.g. Perfetti, 1985)
• However, production is considered important for several aspects of language learning
• The act of production draws attention to one’s linguistic abilities, which in turn generates new knowledge or consolidates existing knowledge (Swain & Lapkin, 1995; Ellis & He, 1999)
• At the lexical level, production provides highly specific input back to your mind, which forms a feedback loop back which strengthens lexical representation (De Bot, 1996)
• This feedback loop translates declarative knowledge into procedural knowledge (De Bot, 1996)
8
![Page 9: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/9.jpg)
Theoretical Framework
Do receptive and productive lexical processing paths differentially impact word recognition?
Orthography
Phonology
Semantics
Receptive
Productive
Decoding
Semantic Extraction
9
![Page 10: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/10.jpg)
Hypotheses1. Training the productive processing path will improve word
recognition scores more than training the receptive processing path
2. In decreasing order, these three conditions will benefit word recognition scores:
a) Productive processing training with an orthographic hint
b) Productive processing training
c) Receptive processing training
10
![Page 11: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/11.jpg)
Method - Study Context• N= 31 (18 boys)
• Age 9-13 (grade 4-5) equivalent
• L1’s : Telugu or Kannada
• Public school in rural India
• English as a foreign language in
the classroom
• Teacher had “difficulty” communicating in English
• Most of the participating households had at least one cellphone Source: NCAER, 2001
11
![Page 12: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/12.jpg)
Experimental Design• 2 Games – Farm and Market (all children played both games)
• 1 hour sessions after school hours
• Words were from the government-issued curriculum (grades 4-5)
• 27 concrete nouns (14 for market game and 14 for farm game)
Word Recognition Pre-Test Word Recognition Pre-Test
Market Game Farm Game
Productive Processing with Orthographic Hint
10 children 11 children
Productive Processing 10 children 10 children
Receptive Processing 11children 10 children
Word Recognition Post-Test Word Recognition Post-Test
12
![Page 13: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/13.jpg)
Game Designs• Game designs were based on experiments exploring common
practices and activities in rural India (Kumar et al., 2010)
• Actions in the games were taken from traditional village games, such as catch a player or evade him (Kam et al. 2009)
Market Game Farm Game
13
![Page 14: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/14.jpg)
Condition 1: Productive Training + Orthographic Hint
• Productive + orthographic hint group was shown an image (one at a time) with the first letter of the word as a hint, and they had to recognize the image and say it aloud
14
![Page 15: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/15.jpg)
Condition 2: Productive Training
• Productive training group was shown an image (one at a time) that they had to recognize and say aloud
15
![Page 16: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/16.jpg)
Condition 3: Receptive Training
• Receptive phonology group were shown four images, heard a word in English, and had to select the corresponding image
Papaya
16
![Page 17: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/17.jpg)
Outcome Variable: Word Recognition
• Word Recognition test
17
![Page 18: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/18.jpg)
Data Collapsed across Games• Combined scores across same conditions for both games because:
– Similar data distribution
– No significant difference in the gains across games for each condition
18
![Page 19: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/19.jpg)
Pre-Test Scores• Normal distribution of pre-test scores
• No significant difference between conditions
19
![Page 20: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/20.jpg)
Learning Benefits• After 30 minutes of game play there was
– A gain of 1 new word in the receptive condition (p=.05)
– A gain of 2.7 new words in the productive condition (p=.01)
– A gain of 2.9 new words in the productive + orthographic hint condition (p=.01)
20
![Page 21: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/21.jpg)
Results – Gains Across Conditions• Productive training led to significantly higher gains in word reading
than receptive training (p=0.01)
• Productive training with an orthographic hint lead to significantly
higher gains than receptive training (p=0.01)
• There was no significant difference between productive training
and productive + orthographic hint training*
*
21
![Page 22: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/22.jpg)
Discussion• Hypothesis 1: Training the productive processing path
will improve word recognition scores more than training the receptive processing path
• Productive lexical processing training was better than receptive lexical processing training for word reading
• Voicing a word helps strengthen the link between the phonological and semantic representations
• Triggers a process that sends highly specified input back to your mind (De Bot, 1996)
• Highlights the role of training of productive skills even in receptive tasks (like reading)
22
![Page 23: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/23.jpg)
Discussion• Hypothesis 2: productive + orthographic hint >
productive > receptive
• Training with the orthographic hint did not provide any additional benefit to word recognition
• Extra cognitive push that’s needed without the orthography may help strengthen the lexical representation of the word
• Alternatively, the design of the game did not make orthographic hint salient enough (6 out of 21 said they did not notice the hint)
23
![Page 24: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/24.jpg)
Implications and Future Work• Pedagogically, this study makes the case for mobile learning in
the developing world
• Theoretically, this study highlights the role of production in lexical processing for reading
• Further investigation of
role of productive
phonological awareness,
graphophonological
awareness in word reading
• Orthography component needs to
be fine-tuned
• In the classroom, productive tasks take long and are individual-based; technology can help 24
![Page 25: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/25.jpg)
Acknowledgements• Thanks to Maxine Eskenazi, Jack Mostow, John Canny, Anuj
Tewari, David Huggins-Daines, Venkatesh Keri, Yash Soni, Shabnam Aggarwal, Indrani Vedula and all our financial supporters (CMU HCII, Nokia Research)
• Special thanks to Rekha Rao and T. Krishna, from Naandi Foundation in India
25
![Page 26: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/26.jpg)
Thank you!
Questions? Comments?
26
![Page 27: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/27.jpg)
Speech Corpus
• Training dataset for the speech recognizer was constructed from utterances of 50 children, each child speaking 125 words
• Words were selected from school textbook and high-frequency word lists for grades 4 and 5
– Equal coverage of all phones
– Coverage of all phones with minimal number of words
– Coverage of all phones in various contexts
27
![Page 28: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/28.jpg)
Other Observations
• Low correlation with teacher ratings
– Poor performers are equally likely to learn as star performers
– Language learning cellphone games provide individual attention as opposed to group learning in classrooms
– Game-based learning is more engaging than classroom
• Low correlation with socio-economic status
– Equal cellphone exposure
– Access to electricity and gender barriers would affect mobile learning in out-of-school setting (Kumar et al., 2010)
28
![Page 29: Using Mobile Phones to Investigate The Effect of ...anujk1/SLRF2010.pdf · • Games allow for immersive, interactive, and digital environments, leading to more situated, contextualized](https://reader034.fdocuments.net/reader034/viewer/2022052000/60123ec697b55b635c591110/html5/thumbnails/29.jpg)
Starting Behind, Staying Behind
29