Supporting Children in Mastering Temporal Relations of Stories: the TERENCE Learning Approach
Di, Mascio T
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Though temporal reasoning is a key factor for text comprehension, existing proposals for visualizing temporal information and temporal connectives proves to be inadequate for children, not only for their levels of abstraction and detail, but also because they rely on pre-existing mental models of time and temporal connectives, while in the case of children the system has to induce the development of a mental model not existing yet. Filling this gap was the main goal of the FP7 European project TERENCE, which developed an adaptive learning system shaped around the concepts of repeated interaction experience and of graded text simplification and consistent with consolidated pedagogical approaches built on question-based games. In particular, in this paper the authors present the main features of its learner-oriented read-and-play visual interaction environment that, according to the dual-coding theory, follows a two-tiers approach pairing verbal and visual information.