| dc.description.abstract | Reading is the most fundamental way to gain knowledge. In the past, it was difficult for teachers to find books that matched students′ levels and helped them break out of their reading comfort zone. With digital technology, students can monitor themselves through their learning e-portfolio, and teachers can understand each student′s reading status. In addition, scholars have proposed the ＂learning companion＂ concept to prompt students to interact with companions and attract students′ attention and engagement. On the other hand, self-regulation is how learners plan, monitor, and standardize their learning. In the process of reading, students can integrate self-regulated theory to choose books that better match their level or different fields.
This study applies self-regulated theory to develop a reading companion system. The system′s functions include a chatbot for checking out and borrowing books, making reading lists, recommending books, and searching for self and peer-reading e-portfolio. The experiment was conducted for twelve weeks; the first six weeks were pre and post-tests. A delay test was conducted in the twelfth week to explore the system sustainability on students′ reading ability. Behavioral sequential analysis was executed to discover potential learning patterns in the system and accurate information to help teachers grasp students′ reading situations.
The study results indicate that the student′s reading comprehension ability was improved, and the reading comprehension ability was affected by self-regulated and prior reading ability. Moreover, the self-regulated ability of the students remained unchanged, and the students with higher self-regulated ability were found to be more purposeful in planning reading information and using reading companions. The behavioral pattern analysis revealed that students who used the system in a balanced and purposeful manner had higher reading ability than those who used the system purposelessly and excessively. The students′ questionnaire feedback and teacher interviews revealed that the students′ main book selection patterns were: self-selection, peer borrowing, and teacher recommendation. The teachers reported that they understood more about students reading history. The results of this study can be used as a valuable reference for future researchers of digital learning companions who combine book recommendations with self-regulated theory. | en_US |