ABSTRACT This paper presents an empirical study on the integration of an intelligent teaching system, Moso Teach (MT), into an English curriculum in a top-ranked four-year university in China. Data… Click to show full abstract
ABSTRACT This paper presents an empirical study on the integration of an intelligent teaching system, Moso Teach (MT), into an English curriculum in a top-ranked four-year university in China. Data sources include the reports and analysis generated by the learning analytics tools in MT, a survey of students, final exam scores, and the instructor’s observation of classroom activities. Findings suggest that an intelligent and adaptive learning platform coupled with well-designed team-based activities can indeed increase students’ engagement in learning in a wide variety of activities and contexts, from personalized learning to team collaboration, and including classroom participation and asynchronous postings on a discussion forum. These findings are significant because Chinese universities tend to have large-size classes with few opportunities for interaction. Most importantly, this study reveals the impact of collaborative mobile learning on STEM students in both learning engagement and learning outcomes.
               
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