The ten special-issue papers collectively indicate near-term feasibility of automated guidance and feedback on reading and writing skills¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The editors conclude that the ten papers point to near-term feasibility of automated systems providing guidance and feedback to students and teachers on reading and writing skills and promoting engagement with subject matter. → Passonneau 2017

Evidence¶

Passonneau 2017¶

Passonneau, R. J., McNamara, D., Muresan, S., & Perin, D. (2017). Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-017-0158-8

q2 · i? · review · r1

This is the editors' own synthesis across the two special issues, not a single study; "the ten papers in these two issues point to the near-term feasibility of automated systems". It is an interpretive claim offered without new data.

"As a whole, the ten papers in these two issues point to the near-term feasibility of automated systems that can provide guidance and feedback to students and teachers on students' reading and writing skills, and promote engagement of students with the subject matter they write about."

Discussion¶

Related Claims¶

• The special issue on AIED in the Global South features 10 papers reviewed according to journal standards — related
• Coh-Metrix indices predicting college writing quality fail for low-skilled adults, for whom ten other indices are predictive — a narrower finding that bears on this claim
• Personalized and transparent automated guidance improved science learning mainly for low-prior-knowledge students, and two specific guidance types yielded similar gains — a narrower finding that bears on this claim
• Special-issue evidence: a knowledge-graph-enriched legal-writing textbook led to better learning outcomes than baselines, and aggregated emoji annotations helped teachers identify challenging text — a narrower finding that bears on this claim