BOSTON (August 24, 2017) – Although more than $13 billion is spent on educational technology each year, many educators admit that their purchasing and implementation decisions are based on word-of-mouth rather than scientific studies, which means that their students may not be working with a solution that can truly boost learning. To help educators better evaluate whether a digital tool will support best instructional practices, Lexia Learning’s research team, in collaboration with the Program Director at the Center for Reading and Language Research lab at Tufts University, authored a chapter for a newly published textbook on educational technology.
“Fostering Engagement in Educational Technologies Through Developmental Theory and Program Data” is the fifth chapter in the anthology End-User Considerations in Educational Technology Design, available through academic publisher IGI Global and designed to be a reference source for research regarding user-centered design methodologies for educational technologies.
In the chapter, the four authors, Dr. Elizabeth Kazakoff, Dr. Rachel Schechter and Kristine Bundschuh at Lexia and Dr. Melissa Orkin of Tufts, discuss popular motivational theories derived from educational research, sharing both hypothetical and practical insights on how the philosophies can be integrated into the design of educational technologies so as to enhance student engagement. The chapter is written for academics, researchers, school administrators, professionals and practitioners.
“The editors of ‘End-User Considerations’ sought contributions from authors at the forefront of research on educational technologies. We’re honored that they chose Lexia researchers to be among the experts asked to contribute a chapter,” said Dr. Rachel Schechter, director of research at Lexia. “Being viewed by academic peers as a leader in motivation and engagement research and implementation is a wonderful affirmation.”
2017 has been a year of prominent contributions by Lexia to the field of educational technology research. Earlier this year, Dr. Schechter and her colleagues also published peer-reviewed efficacy studies in the education journals Reading Psychology and the Journal of Educational Research.
More information on End-User Considerations in Educational Technology Design is available at https://www.igi-global.com/book/end-user-considerations-educational-technology/178082.
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About Lexia Learning
Lexia Learning, a division of Rosetta Stone, empowers educators through adaptive assessment and personalized instruction. For more than 30 years, the company has been on the leading edge of research and product development as it relates to student reading skills. With a robust offering that includes solutions for differentiated instruction, personalized learning and assessment, Lexia Learning provides educators with the tools to intensify and accelerate literacy skills development for students of all abilities. For more information, visit www.lexialearning.com.
About Rosetta Stone
Rosetta Stone Inc. (NYSE: RST) is dedicated to changing people’s lives through the power of language and literacy education. The company’s innovative digital solutions drive positive learning outcomes for the inspired learner at home or in schools and workplaces around the world.
Founded in 1992, Rosetta Stone’s language division uses cloud-based solutions to help all types of learners read, write, and speak more than 30 languages. Lexia Learning, Rosetta Stone's literacy education division, was founded more than 30 years ago and is a leader in the literacy education space. Today, Lexia helps students build fundamental reading skills through its rigorously researched, independently evaluated, and widely respected instruction and assessment programs.
For more information, visitwww.rosettastone.com. “Rosetta Stone” is a registered trademark or trademark of Rosetta Stone Ltd. in the United States and other countries.