Automating individualized, process-focused writing instruction: A design-based research study

Writing quality is dependent upon the organization and sequencing of cognitive processes during writing. College students need writing-strategy advice that tailored to their individual needs cognizant already-established writing processes. However, there an obstacle providing such advice: Both instructors writers lack awareness moment-by-moment actions by which text was produced. This because switching between defining task, coming up with ideas, outputting text, evaluating, revising largely regulated implicitly. To address this shortcoming, present study uses a design-based research approach develop evaluate minimally viable prototype system called “ProWrite” novel biometric technology (concurrent keystroke logging eye tracking) for real-time, individualized, automated, process-focused feedback writers. grounded in analysis each writer's presented context learning cycle consisting initial diagnostic, intervention assignment, final follow-up. In two iterations, eight used system. Effects on student behavior were determined through direct writing-process data before after remediation changes written-product measures. Semi-structured interviews revealed generally considered useful, they would try use newly learned strategies future experiences. The demonstrated real-time informed can effectively modify writers' when takes place.