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dc.contributor.authorZhou, Sharon
dc.contributor.authorLivingston, Ivy
dc.contributor.authorSchiefsky, Mark John
dc.contributor.authorShieber, Stuart Merrill
dc.contributor.authorGajos, Krzysztof Z
dc.date.accessioned2016-01-22T17:41:36Z
dc.date.issued2016
dc.identifierQuick submit: 2016-01-08T15:43:52-05:00
dc.identifier.citationZhou, 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.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:24833590
dc.description.abstractReading 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.sponsorshipEngineering and Applied Sciencesen_US
dc.language.isoen_USen_US
dc.publisherACMen_US
dc.relation.isversionof10.1145/2858036.2858239en_US
dc.relation.hasversionhttp://youtu.be/BL2RcfaLozgen_US
dash.licenseOAP
dc.titleIngenium: Engaging Novice Students with Latin Grammaren_US
dc.typeConference Paperen_US
dc.date.updated2016-01-08T20:43:53Z
dc.description.versionAccepted Manuscripten_US
dc.rights.holderSharon Zhou, Ivy J. Livingston, Mark Schiefsky, Stuart M. Shieber, Krzysztof Z. Gajos
dc.relation.journalProceedings of the 34th Annual ACM Conference on Human Factors in Computing Systems (CHI '16)en_US
dash.depositing.authorGajos, Krzysztof Z
dc.date.available2016-01-22T17:41:36Z
dc.identifier.doi10.1145/2858036.2858239*
dash.identifier.orcid0000-0002-7733-8195en_US
dash.contributor.affiliatedLivingston, Ivy
dash.contributor.affiliatedZhou, Sharon
dash.contributor.affiliatedSchiefsky, Mark
dash.contributor.affiliatedGoodridge, Andrew
dash.contributor.affiliatedGajos, Krzysztof


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