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Publications
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Kristensen, Jarl Kleppe; Andersson, Björn; Bratlie, Siri Steffensen & Torkildsen, Janne von Koss
(2023).
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders.
Reading Research Quarterly.
ISSN 0034-0553.
doi:
10.1002/rrq.497.
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Abstract This study aimed to determine the dimensionality of morphological knowledge by examining different sources of variance. According to the Morphological Pathways Framework ( Levesque et al., Journal of Research in Reading, 44, 10–26, 2021 ), morphological awareness, morphological analysis and morphological decoding are related, but distinct dimensions of morphological knowledge. However, multidimensionality might also stem from construct‐irrelevant variance due to methodological artifacts. We assessed 612 Norwegian third graders on five measures of morphological knowledge and one measure of general vocabulary. Fitting a series of confirmatory factor analysis (CFA) models, we evaluated the dimensionality of morphological knowledge both within and across the five tests. Furthermore, we fitted three structural equation models (SEMs) to explore how different conceptualizations affect the relationship between morphological knowledge and general vocabulary: a five‐factor model, a bifactor model, and a higher‐order model representing morphological awareness, morphological analysis and morphological decoding. CFAs supported a multidimensional view of morphological knowledge and highlighted the need to account for construct‐irrelevant variance. SEM analyses further illustrated that construct‐irrelevant variance introduces a confounding element to the relations between morphological knowledge and vocabulary in the test‐specific five‐factor model, as only the bifactor and higher‐order models separate between construct‐relevant variance and variance due to methodological artifacts. The bifactor model is useful for separating sources of variance, especially during test development. For research purposes, however, we recommend conceptualizing morphological knowledge in line with Levesque et al., Journal of Research in Reading, 44, 10–26, 2021 , to increase knowledge of morphological dimensions and their relations to other areas of literacy.
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Kristensen, Jarl Kleppe; Torkildsen, Janne von Koss & Andersson, Björn
(2023).
Repeated mistakes in app-based language learning: Persistence and relation to learning gains.
Computers & Education.
ISSN 0360-1315.
210.
doi:
10.1016/j.compedu.2023.104966.
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Over the past decade, there has been an enormous upsurge in the use of educational apps in primary schools. However, few studies have examined how children interact with these apps and how their interaction patterns relate to learning outcomes. An interaction pattern that is potentially detrimental to learning is repeated mistakes, defined as making the same mistake more than once when answering a task. With interaction data from an eight-week digital vocabulary intervention, we examined 1) whether the propensity to make repeated mistakes changes across app sessions, and 2) how repeated mistakes relate to children's prior knowledge and their learning gains from the intervention. Our sample consisted of 363 Norwegian second graders who worked with the vocabulary app in a randomized controlled trial. Using growth curve modeling and confirmatory factor analyses, we found that the propensity to repeat mistakes remained stable over time. Furthermore, a structural equation model showed that repeated mistakes related negatively to both pre-test and post-test scores. A substantial proportion of the total effect of prior knowledge on learning gains was mediated by the propensity to repeat mistakes. Children who made more repeated mistakes had lower expected learning gains across all levels of prior knowledge. We suggest that the propensity to repeat mistakes may pose a double threat to learning by diminishing exposure to relevant content, and amplifying the exposure to incorrect input. Considering the stability of mistake repetition, it is crucial to identify students with a high propensity to repeat mistakes and help them break the pattern to support learning. App developers can help this process by implementing automatic detection and feedback.
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Falck, Andreas; Kristensen, Jarl Kleppe; Grothe, Amund & Torkildsen, Janne von Koss
(2026).
Does digital collaboration enhance vocabulary learning? The role of “leading” and “advising” in collaborative exchanges.
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Purpose
Morphological knowledge, the understanding of how words can consist of multiple meaningful parts, is a predictor of vocabulary and reading comprehension. Individualized morphology interventions have been shown to improve morphological knowledge, but it is unclear whether collaboration provides additional benefits. This study examined whether collaboration supports morphological learning in third graders, and whether specific collaborative roles (leading vs. advising) differentially affect learning. We also explored whether effects of collaboration interact with children’s reading and attention-control skills.
Methods
A total of 192 Norwegian third-graders played the digital morphology learning game ‘Captain Morph’ in three within-subject conditions, across six 40-minute sessions: individually, or collaboratively in either a leading or an advising role. Morphological learning was assessed through receptive and productive measures pre- and post-training. In addition, children were tested with the Test of Word Reading Efficiency, and teachers rated the children’s ability to control attention on a six-item scale.
Results
Children’s knowledge of morphology improved on all measures and in all conditions. Contrary to our expectations, the advising role produced the most learning, while the leading role produced the least. This pattern was accentuated for children who scored lower on either attention control or reading, with these two scores contributing independently to the differences. Moreover, children with problems controlling attention had a distinct learning advantage from playing individually.
Conclusions
Collaboration is not always beneficial for learning: learning gains depend on the role taken and on individual differences. These findings suggest that digital morphology interventions should be adapted to the learners’ cognitive profiles to maximize gains.
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Falck, Andreas; Kristensen, Jarl Kleppe; Grothe, Amund & Torkildsen, Janne von Koss
(2025).
Does digital collaboration enhance vocabulary learning? The role of “leading” and “advising” in collaborative exchanges.
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Is collaboration a useful tool for language learning in third graders, and if so, why?
Here, we employ an app-based vocabulary learning program to investigate whether
collaboration is more effective for learning vocabulary compared to working alone,
and to provide insights into which aspects of a collaborative exchange may promote
learning. To this end, we use an adaptation of the language learning app Captain
Morph, designed to support vocabulary acquisition for primary grade students by
training morphology. The app trains derivational affixes, such as “-ist” in cyclist or
“re-” in reuse, by exposing children to tasks about how such affixes change the meaning
of words (e.g. “cycle” vs “cyclist”). In a recent randomized controlled trial with 717
Norwegian second graders, the app demonstrated durable effects on word knowledge,
including untrained words containing trained morphemes. For the present study, we
expanded the single-player version of Captain Morph to include a multiplayer mode.
In this mode, students collaborate on solving morphological tasks while alternating
roles as “game leader” and “game advisor” in an experimentally controlled fashion.
This setup allows investigation of whether collaboration yields better learning outcomes than working alone, as well as effects of different roles in the collaboration. Do
students learn more from solving a collaborative task when having a leading role, or
when giving advice to others’ solutions? We present preliminary data from a withinsubject experiment including approximately 190 Norwegian third graders, in which
we investigated whether being either the leader or advisor in a collaborative exchange
enhanced learning compared to solo play. We also investigated whether the potential
added value of collaboration (compared to solo play) differed between students who
score lower or higher on language or attention measures. Outcome measures included
both receptive and productive vocabulary on three sets of test items: trained words,
untrained words including trained morphemes, and newly invented words including
trained morphemes (e.g. “If ‘over-sing’ was a word, what would it mean?”). On the
group level, students improved between pre- and posttest on all measures. When it
comes to the effectiveness of collaboration and of the different roles of leader and advisor, results were mixed: collaboration was not always more effective than solo play,
and the advisor role seemed the most effective for learning (counter to our initial expectations). However, rich process data collected by the app (still being analyzed at
the time of abstract submission) may provide additional insights on the circumstances
under which a collaborative setting improves learning.
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Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas
(2025).
Captain Morph: an app-based morphology intervention.
Full text in Research Archive
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Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas
(2025).
Enhancing Vocabulary through Morphological Training: Insights from Two App-Based Interventions.
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Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas
(2025).
The Captain Morph vocabulary app – single and multiplayer modes [app demo].
Full text in Research Archive
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Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas
(2025).
Enhancing Vocabulary Learning with Captain Morph: A Single player and Multiplayer Morphology App.
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Published
May 8, 2024 8:13 AM
- Last modified
Sep. 26, 2024 9:23 AM
