Supporting Children in Mastering Temporal Relations of Stories: The TERENCE Learning Approach

Though temporal reasoning is a key factor for text comprehension, existing proposals for visualizing temporal information and temporal connectives proves to be inadequate for children, not only for their levels of abstraction and detail, but also because they rely on pre-existing mental models of ti...

Full description

Saved in:
Bibliographic Details
Published in:International Journal of Distance Education Technologies 2016, Vol.14 (1)
Main Authors: Di Mascio, Tania, Gennari, Rosella, Melonio, Alessandra, Tarantino, Laura
Format: Report
Language:English
Subjects:
Distance education
Educational aspects
Educational technology
Management
Reasoning
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Though temporal reasoning is a key factor for text comprehension, existing proposals for visualizing temporal information and temporal connectives proves to be inadequate for children, not only for their levels of abstraction and detail, but also because they rely on pre-existing mental models of time and temporal connectives, while in the case of children the system has to induce the development of a mental model not existing yet. Filling this gap was the main goal of the FP7 European project TERENCE, which developed an adaptive learning system shaped around the concepts of repeated interaction experience and of graded text simplification and consistent with consolidated pedagogical approaches built on question-based games. In particular, in this paper the authors present the main features of its learner-oriented read-and-play visual interaction environment that, according to the dual-coding theory, follows a two-tiers approach pairing verbal and visual information.
ISSN:1539-3100
DOI:10.4018/IJDET.2016010103