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

Autor/inn/en	Matsuda, Noboru; Weng, Wenting; Wall, Natalie
Titel	The Effect of Metacognitive Scaffolding for Learning by Teaching a Teachable Agent
Quelle	In: International Journal of Artificial Intelligence in Education, 30 (2020) 1, S.1-37 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matsuda, Noboru) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-019-00190-2
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Förderkonzept; Nachhilfeunterricht; Intelligentes Tutorsystem; Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Stichwort; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01