Ingenium: Engaging Novice Students with Latin Grammar

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Ingenium: Engaging Novice Students with Latin Grammar

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dc.contributor.author Zhou, Sharon
dc.contributor.author Livingston, Ivy
dc.contributor.author Schiefsky, Mark John
dc.contributor.author Shieber, Stuart Merrill
dc.contributor.author Gajos, Krzysztof Z
dc.date.accessioned 2016-01-22T17:41:36Z
dc.date.issued 2016
dc.identifier Quick submit: 2016-01-08T15:43:52-05:00
dc.identifier.citation Zhou, Sharon, Ivy J. Livingston, Mark Schiefsky, Stuart M. Shieber, and Krzysztof Z. Gajos. Ingenium: Engaging Novice Students with Latin Grammar. Proceedings of the 34th Annual ACM Conference on Human Factors in Computing Systems (CHI '16), San Jose, CA, May 7-12, 2016. en_US
dc.identifier.uri http://nrs.harvard.edu/urn-3:HUL.InstRepos:24833590
dc.description.abstract Reading Latin poses many difficulties for English speakers, because they are accustomed to relying on word order to determine the roles of words in a sentence. In Latin, the grammatical form of a word, and not its position, is responsible for determining the word’s function in a sentence. It has proven challenging to develop pedagogical techniques that successfully draw students’ attention to the grammar of Latin and that students find engaging enough to use. Building on some of the most promising prior work in Latin instruction— the Michigan Latin approach—and on the insights underlying block-based programming languages used to teach children the basics of computer science, we developed Ingenium. Ingenium uses abstract puzzle blocks to communicate grammatical concepts. Engaging students in grammatical reflection, Ingenium succeeds when students are able to effectively decipher the meaning of Latin sentences. We adapted Ingenium to be used for two standard classroom activities: sentence translations and fill-in-the-blank exercises. We evaluated Ingenium with 67 novice Latin students in universities across the United States. When using Ingenium, participants opted to perform more optional exercises, completed translation exercises with significantly fewer errors related to word order and errors overall, as well as reported higher levels of engagement and attention to grammar than when using a traditional text-based interface. en_US
dc.description.sponsorship Engineering and Applied Sciences en_US
dc.language.iso en_US en_US
dc.publisher ACM en_US
dc.relation.isversionof 10.1145/2858036.2858239 en_US
dc.relation.hasversion http://youtu.be/BL2RcfaLozg en_US
dash.license OAP
dc.title Ingenium: Engaging Novice Students with Latin Grammar en_US
dc.type Conference Paper en_US
dc.date.updated 2016-01-08T20:43:53Z
dc.description.version Accepted Manuscript en_US
dc.rights.holder Sharon Zhou, Ivy J. Livingston, Mark Schiefsky, Stuart M. Shieber, Krzysztof Z. Gajos
dc.relation.journal Proceedings of the 34th Annual ACM Conference on Human Factors in Computing Systems (CHI '16) en_US
dash.depositing.author Gajos, Krzysztof Z
dc.date.available 2016-01-22T17:41:36Z
dc.identifier.orcid ORCID  0000-0002-7733-8195 en_US

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