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Tytuł pozycji:

The Effect of Metacognitive Scaffolding for Learning by Teaching a Teachable Agent

Tytuł:
The Effect of Metacognitive Scaffolding for Learning by Teaching a Teachable Agent
Autorzy:
Matsuda, Noboru (ORCID 0000-0003-2344-1485)
Weng, Wenting
Wall, Natalie
Temat:
Metacognition
Scaffolding (Teaching Technique)
Tutoring
Intelligent Tutoring Systems
Electronic Learning
Mathematics Instruction
Algebra
Equations (Mathematics)
Feedback (Response)
Cues
Mastery Learning
Middle School Students
Problem Solving
Mathematics Achievement
Instructional Effectiveness
Język:
English
Źródło:
International Journal of Artificial Intelligence in Education. Mar 2020 30(1):1-37.
Dostępność:
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: ; Web site: https://link.springer.com/
Recenzowane naukowo:
Y
Page Count:
37
Data publikacji:
2020
Sponsoring Agency:
National Science Foundation (NSF)
Institute of Education Sciences (ED)
Contract Number:
1643185
R305A180319
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Junior High Schools
Middle Schools
Secondary Education
DOI:
10.1007/s40593-019-00190-2
ISSN:
1560-4292
Abstractor:
As Provided
IES Funded:
Yes
Data wpisu:
2020
Numer akcesji:
EJ1247656
Czasopismo naukowe
The effect of metacognitive scaffolding for learning by teaching was investigated and compared against learning by being tutored. Three versions of an online learning environment for learning algebra equations were created: (1) APLUS that allows students to interactively teach a synthetic peer with a goal to have the synthetic peer pass the quiz while the system provides students with metacognitive scaffolding on how to teach. (2) AplusTutor that provides cognitive tutoring (i.e., immediate feedback and just-in-time hint) and metacognitive scaffolding on how to learn. And, (3) CogTutor+ that provides traditional cognitive tutoring on mastery learning. Two school studies were conducted with a total of 444 6th through 8th grade students. 208 students completed the study and were included in the analysis. The results show that (i) students' proficiency in solving equations increased after using our interventions for 4 days, but there was no difference in the effectiveness across three interventions, and (ii) learning by teaching with metacognitive scaffolding facilitated learning equally across various levels of students' prior competency.

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