Fostering Student Engagement in the Lexia® Core5® Program Through Developmental Theory and Program Data

Fostering Student Engagement in the Lexia® Core5® Program Through Developmental Theory and Program Data

Summary created by Lexia Research & Analytics (research@lexialearning.com)

Citation:
Kazakoff, E. R., Bundschuh, K., Orkin, M., & Schechter, R. L. (2018). Fostering engagement in educational technologies through developmental theory and program data. In Roscoe, R. D., Craig, S.D., & Douglas, I. (Eds.), End-user considerations in educational technology design (pp. 99-122). IGI Global.

 

Key Findings

  • Teachers and parents reported that students found Core5 motivating because it allowed them to choose activities and provided targeted instruction that fostered a sense of autonomy and competence.
  • In a continuous effort to improve engagement, changes in Core5 have been informed by motivational theories, teacher and student feedback, and program data. Recent changes included adjusting difficulty levels of activities, limiting the number of times students can click on certain hotspots, decreasing repetitive instructions, and not having students repeat items after receiving scaffolded support.
The Core5 program allows students to choose the activity they want to work on.

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