Automating individualized, process-focused writing instruction: A design-based research study
Writing quality is dependent upon the organization and sequencing of cognitive processes during writing. College students need writing-strategy advice that is tailored to their individual needs and is cognizant of their already-established writing processes. However, there is an obstacle to providin...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Communication |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fcomm.2022.933878/full |
| _version_ | 1817986024059437056 |
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| author | Emily Dux Speltz Jens Roeser Evgeny Chukharev-Hudilainen |
| author_facet | Emily Dux Speltz Jens Roeser Evgeny Chukharev-Hudilainen |
| author_sort | Emily Dux Speltz |
| collection | DOAJ |
| description | Writing quality is dependent upon the organization and sequencing of cognitive processes during writing. College students need writing-strategy advice that is tailored to their individual needs and is cognizant of their already-established writing processes. However, there is an obstacle to providing such advice: Both writing instructors and the writers lack awareness of the moment-by-moment actions by which text was produced. This is because switching between the processes of defining the task, coming up with ideas, outputting text, evaluating, and revising is largely regulated implicitly. To address this shortcoming, the present study uses a design-based research approach to develop and evaluate a minimally viable prototype of a system called “ProWrite” that uses novel biometric technology (concurrent keystroke logging and eye tracking) for providing real-time, individualized, automated, process-focused feedback to writers. This feedback is grounded in the analysis of each writer's individual needs and is presented in the context of a learning cycle consisting of an initial diagnostic, an intervention assignment, and a final follow-up. In two iterations, eight students used the system. Effects on student behavior were determined through direct analysis of biometric writing-process data before and after remediation and through changes in writing-process and written-product measures. Semi-structured interviews revealed that students generally considered the system useful, and they would try to use the newly learned strategies in their future writing experiences. The study demonstrated that individualized, real-time feedback informed by biometric technology can effectively modify writers' processes when writing takes place. |
| first_indexed | 2024-04-14T00:04:27Z |
| format | Article |
| id | doaj.art-b0844ee9cb60449b95d753baf3bd3049 |
| institution | Directory Open Access Journal |
| issn | 2297-900X |
| language | English |
| last_indexed | 2024-04-14T00:04:27Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Communication |
| spelling | doaj.art-b0844ee9cb60449b95d753baf3bd30492022-12-22T02:23:35ZengFrontiers Media S.A.Frontiers in Communication2297-900X2022-10-01710.3389/fcomm.2022.933878933878Automating individualized, process-focused writing instruction: A design-based research studyEmily Dux Speltz0Jens Roeser1Evgeny Chukharev-Hudilainen2Department of English, Iowa State University, Ames, IA, United StatesDepartment of Psychology, Nottingham Trent University, Nottingham, United KingdomDepartment of English, Iowa State University, Ames, IA, United StatesWriting quality is dependent upon the organization and sequencing of cognitive processes during writing. College students need writing-strategy advice that is tailored to their individual needs and is cognizant of their already-established writing processes. However, there is an obstacle to providing such advice: Both writing instructors and the writers lack awareness of the moment-by-moment actions by which text was produced. This is because switching between the processes of defining the task, coming up with ideas, outputting text, evaluating, and revising is largely regulated implicitly. To address this shortcoming, the present study uses a design-based research approach to develop and evaluate a minimally viable prototype of a system called “ProWrite” that uses novel biometric technology (concurrent keystroke logging and eye tracking) for providing real-time, individualized, automated, process-focused feedback to writers. This feedback is grounded in the analysis of each writer's individual needs and is presented in the context of a learning cycle consisting of an initial diagnostic, an intervention assignment, and a final follow-up. In two iterations, eight students used the system. Effects on student behavior were determined through direct analysis of biometric writing-process data before and after remediation and through changes in writing-process and written-product measures. Semi-structured interviews revealed that students generally considered the system useful, and they would try to use the newly learned strategies in their future writing experiences. The study demonstrated that individualized, real-time feedback informed by biometric technology can effectively modify writers' processes when writing takes place.https://www.frontiersin.org/articles/10.3389/fcomm.2022.933878/fullkeystroke loggingeye trackingemerging writing technologydigital writing process interventiondesign-based research (DBR) |
| spellingShingle | Emily Dux Speltz Jens Roeser Evgeny Chukharev-Hudilainen Automating individualized, process-focused writing instruction: A design-based research study Frontiers in Communication keystroke logging eye tracking emerging writing technology digital writing process intervention design-based research (DBR) |
| title | Automating individualized, process-focused writing instruction: A design-based research study |
| title_full | Automating individualized, process-focused writing instruction: A design-based research study |
| title_fullStr | Automating individualized, process-focused writing instruction: A design-based research study |
| title_full_unstemmed | Automating individualized, process-focused writing instruction: A design-based research study |
| title_short | Automating individualized, process-focused writing instruction: A design-based research study |
| title_sort | automating individualized process focused writing instruction a design based research study |
| topic | keystroke logging eye tracking emerging writing technology digital writing process intervention design-based research (DBR) |
| url | https://www.frontiersin.org/articles/10.3389/fcomm.2022.933878/full |
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