{
  "creator": [
    "Grimes, Ka Rene",
    "Park, Soyoung",
    "McClelland, Amanda",
    "Park, Jiyeon",
    "Lee, Young Ri",
    "Nozari, Maryam",
    "Umer, Zainab",
    "Zaparolli, Brenda",
    "Bryant, Diane"
  ],
  "date": [
    "2021-11-30"
  ],
  "description": [
    "Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research."
  ],
  "format": [
    "application/pdf",
    "text/html",
    "text/xml"
  ],
  "identifier": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/6931",
    "10.5964/jnc.6931"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/6931/6931.pdf",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/6931/6931.html",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/6931/6931.xml"
  ],
  "rights": [
    "Copyright (c) 2021 Ka Rene Grimes, Soyoung Park, Amanda McClelland, Jiyeon Park, Young Ri Lee, Maryam Nozari, Zainab Umer, Brenda Zaparolli, Diane Bryant",
    "https://creativecommons.org/licenses/by/4.0"
  ],
  "source": [
    "Journal of Numerical Cognition; Vol. 7 No. 3 (2021): Special Issue “Direct and Conceptual Replication in Numerical Cognition“; Guest Editors: Mojtaba Soltanlou and Krzysztof Cipora; 388-410",
    "2363-8761",
    "10.5964/jnc.v7i3"
  ],
  "subject": [
    "replication",
    "numeracy",
    "kindergarten",
    "intelligent tutoring system",
    "computer-assisted instruction",
    "tablets",
    "wait-control design"
  ],
  "title": [
    "Effectiveness of a Numeracy Intelligent Tutoring System in Kindergarten: A Conceptual Replication"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}