Integration of AI Voice-Based Micro-Learning to Enhance Elementary School Students’ Reading Comprehension
Article Sidebar
-
Micro-Learning, Reading Comprehension, Voice-Based Al
Abstract
The integration of voice-based Artificial Intelligence (AI) micro-learning represents a promising innovation in elementary students’ reading instruction. This study aims to develop and examine the effectiveness of integrating voice-based AI micro-learning through a hybrid approach in enhancing elementary school students’ reading comprehension. The hybrid approach is employed to combine the strengths of AI and teachers in the learning process, enabling students to learn more effectively and efficiently. In this study, AI delivers instructional materials and provides feedback to students, while teachers monitor students’ progress and deliver appropriate interventions. The findings indicate that the integration of voice-based AI micro-learning through a hybrid approach significantly improves elementary school students’ reading comprehension. The study also reveals that students who engage with voice-based AI micro-learning within a hybrid approach demonstrate higher learning motivation and better reading abilities than those who rely on conventional instructional methods. This research is expected to contribute to the development of more effective and efficient reading instruction and to support the improvement of educational quality in Indonesia.
Full text article
References
Anggia, H., & Habók, A. (2023). Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students. Heliyon, 9(1), e12891. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e12891
Cadime, I., Freitas, T., Martín-Aragoneses, M. T., & Ribeiro, I. (2024). Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese. Cognitive Development, 71, 101490. https://doi.org/https://doi.org/10.1016/j.cogdev.2024.101490
Cai, M., & Liao, X. (2024). The relationship between vocabulary depth knowledge, word reading, and reading comprehension in Chinese. Journal of Experimental Child Psychology, 244, 105951. https://doi.org/https://doi.org/10.1016/j.jecp.2024.105951
Cheng, X., Yin, L., Lin, C., Shi, Z., Zheng, H., Zhu, L., Liu, X., Chen, K., & Dong, R. (2024). Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills. Journal of Experimental Child Psychology, 240, 105842. https://doi.org/https://doi.org/10.1016/j.jecp.2023.105842
Dolean, D. D., & Prodan, N. (2023). Let’s eat grandma: Awareness of punctuation and capitalization rules’ violations predicts the development of reading comprehension. Learning and Instruction, 86, 101780. https://doi.org/https://doi.org/10.1016/j.learninstruc.2023.101780
Giguere, D., Tulloch, M. K., Core, C., & Hoff, E. (2024). Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years. Journal of Experimental Child Psychology, 246, 105993. https://doi.org/https://doi.org/10.1016/j.jecp.2024.105993
Graham, K. M. (2024). Assessing the impact of pre-lecture reading compliance on lecture comprehension in English-medium instruction courses. Journal of English for Academic Purposes, 68, 101367. https://doi.org/https://doi.org/10.1016/j.jeap.2024.101367
Hogan, E., & Payne, B. (2024). A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension. Learning and Instruction, 92, 101938. https://doi.org/https://doi.org/10.1016/j.learninstruc.2024.101938
Hwang, H., Choi, S., Guha, M., McMaster, K., Harsch, R., & Kendeou, P. (2024). Indirect and direct contributions of executive functions to reading comprehension. Journal of Experimental Child Psychology, 243, 105925. https://doi.org/https://doi.org/10.1016/j.jecp.2024.105925
Ju, P., Zhou, Z., Xie, Y., Hui, J., & Yang, X. (2024). Music training influences online temporal order processing during reading comprehension. Acta Psychologica, 248, 104340. https://doi.org/https://doi.org/10.1016/j.actpsy.2024.104340
Kimhi, Y., Mishkin, I. K., & Bauminger-Zviely, N. (2023). Reading comprehension strategies for expository texts: Children with and without ASD. Research in Autism Spectrum Disorders, 105, 102169. https://doi.org/https://doi.org/10.1016/j.rasd.2023.102169
Lam, J. H. Y., Leachman, M. A., & Pratt, A. S. (2024). A systematic review of factors that impact reading comprehension in children with developmental language disorders. Research in Developmental Disabilities, 149, 104731. https://doi.org/https://doi.org/10.1016/j.ridd.2024.104731
Liu, D. (2024). Mixed inference machine reading comprehension method based on symbolic logic. Intelligent Systems with Applications, 21, 200307. https://doi.org/https://doi.org/10.1016/j.iswa.2023.200307
Mohammadi, R. R., Saeidi, M., & Abdollahi, A. (2023). Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study. System, 117, 103120. https://doi.org/https://doi.org/10.1016/j.system.2023.103120
Pang, D., & Son, S. (2024). The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis. Contemporary Educational Psychology, 77, 102268. https://doi.org/https://doi.org/10.1016/j.cedpsych.2024.102268
Petersen, D. B., Swope, K. L., Konishi-Therkildsen, A., Young, E. L., Brock, C., & Spencer, T. D. (2024). Evidence of a limited relationship between reading fluency and reading comprehension of academic language. Journal of School Psychology, 107, 101367. https://doi.org/https://doi.org/10.1016/j.jsp.2024.101367
Rico-Juan, J. R., Peña-Acuña, B., & Navarro-Martinez, O. (2024). Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers. Heliyon, 10(12), e32637. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e32637
Segal, D. (2023). Sustained attention plays a critical role in reading comprehension of adults with and without ADHD. Learning and Individual Differences, 105, 102300. https://doi.org/https://doi.org/10.1016/j.lindif.2023.102300
Song, T., & Reynolds, B. L. (2022). The effect of lexical coverage on L2 learners’ reading comprehension of narrative and expository genres. Journal of English for Academic Purposes, 59, 101154. https://doi.org/https://doi.org/10.1016/j.jeap.2022.101154
Tong, X., Chiu, M. M., & Tong, S. X. (2023). Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study. Contemporary Educational Psychology, 73, 102153. https://doi.org/https://doi.org/10.1016/j.cedpsych.2023.102153
Wannagat, W., Nieding, G., & Tibken, C. (2024). Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment. Cognitive Development, 70, 101440. https://doi.org/https://doi.org/10.1016/j.cogdev.2024.101440
Wenren, S., Ding, W., Wang, Z., Xia, Y., Xie, R., & Li, W. (2024). Reciprocal effects between reading comprehension and emotional cognitive ability. Learning and Individual Differences, 109, 102398. https://doi.org/https://doi.org/10.1016/j.lindif.2023.102398
Yu, L., & Tong, X. (2024). Emotional intelligence and reading comprehension: Examining mediating roles of word reading, vocabulary, and working memory. Learning and Individual Differences, 116, 102574. https://doi.org/https://doi.org/10.1016/j.lindif.2024.102574
Zhang, H., & Jiang, C. (2023). Verb-driven machine reading comprehension with dual-graph neural network. Pattern Recognition Letters, 176, 223–229. https://doi.org/https://doi.org/10.1016/j.patrec.2023.11.008
Zhao, Y., Wu, X., & Cheng, Y. (2024). Examining factors and mechanisms of reading comprehension and reading fluency: Longitudinal evidence for Chinese children from grade 1 to grade 6. Learning and Individual Differences, 113, 102467. https://doi.org/https://doi.org/10.1016/j.lindif.2024.102467
