Sitthiworachart, Jirarat

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Sitthiworachart, Jirarat
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jirarat.si@kmitl.ac.th

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    Item type:Publication,
    Effects on response time and accuracy of technology-enhanced cloze tests: an eye-tracking study
    (2020-10-01)
    Ponce, Héctor R.
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    Mayer, Richard E.
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    Sitthiworachart, Jirarat
    ;
    López, Mario J.
    The transition from paper-based tests to corresponding computer-administered tests allows for the incorporation of improved interfaces that support response making. The main research question is whether innovative interfaces affect test response time and/or response accuracy. This study compared performance on banked cloze tests using a conventional interface (based on paper-based formats for responding by writing a number in a box) versus cloze tests with improved interfaces (based on computer-based affordances such as dragging and dropping responses to fill in a blank). In a banked cloze test, the left side of the page shows a text with words deleted and replaced with blanks that are numbered, and the right side shows the word list with a space to write in the corresponding number. In Experiment 1, 56 fourth graders in the conventional group responded more slowly but just as accurately, and spent more time looking at the word list on the right of the screen but spent equivalent time looking at the text as compared to a group that took the test with an improved interface. In Experiment 2, the same pattern of results was replicated with 148 sixth graders and for each of three versions of improved interfaces as compared to the conventional interface. Results support the idea that the improved interface affected the response execution phase but not the response development phase of performance on the cloze test.
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    Item type:Publication,
    Cloze tests as retrieval practice activities: evaluating their integration with audience response systems in K-12 schools
    (2025-10-01)
    Ponce, Héctor Raúl
    ;
    Mayer, Richard E.
    ;
    Sitthiworachart, Jirarat
    ;
    López, Mario José
    ;
    Méndez, Ester E.
    This study examines the impact of incorporating cloze tests during pauses in classroom instruction as retrieval practice activities, using Audience Response Systems (ARS) for delivery. While ARSs traditionally rely on multiple-choice questions, cloze tests offer a potentially efficient alternative that aligns with retrieval practice principles. Two experiments were conducted to evaluate the efficacy of inserting computer-administered cloze tests during pauses in classroom slideshow lessons using an application called i-cloze. Experiment 1 involved 82 fifth-grade students learning history, and Experiment 2 involved 95 tenth-grade students in English as a Foreign Language (EFL) lessons. Results from Experiment 1 showed no significant benefits of the i-cloze method, likely due to cognitive overload imposed by the content design, the i-cloze tasks, and limited familiarity with the technology. Experiment 2 demonstrated significant improvements in memory and partial improvements in comprehension for students in the i-cloze condition. These findings suggest that cloze-based retrieval practice, when appropriately aligned with lesson content and student readiness, holds promise as an innovative ARS format. EFL contexts may be especially well suited for this approach. Future research should explore how task complexity, content type, and technological familiarity influence the effectiveness of the i-cloze method in diverse educational settings.