Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K-2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities
Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K-2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities
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DOI：
10.1177/2332858419872701
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发表时间：
2019-07-01
期刊：
影响因子：
2.8
通讯作者：
Leyva, Diana
中科院分区：
文献类型：
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作者：
Kim, James S.;Asher, Catherine A.;Leyva, Diana
本研究采用序贯多分配随机试验（SMART）设计，以开发一个自适应干预与个性化的印刷和数字内容的幼儿园到2年级的儿童（n = 273）。在第一阶段，我们询问儿童接受基于（a）10个概念连贯的文本或（B）10个关于一系列主题的分级文本的适应性干预是否更好。在第二阶段，我们会问如何最好地鼓励没有反应的孩子。研究结果表明，接受概念连贯文本或水平文本的儿童在阅读理解后测试中表现相似，而通过将应用程序和短信游戏化来增强和加强后续行动，以改善无应答者的理解结果。具体来说，我们发现只有26%（n = 71）的父母访问了该应用程序，这突出表明需要更好的实施程序来增加基于应用程序的数字活动。
This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.