Abstract
Past research on the timing and content of feedback on student learning in computer-based learning environments has shown that directed or corrective feedback helps with immediate learning, whereas guided and metacognitive feedback help in gaining deep understanding of the domain and developing the ability to transfer this knowledge. Feedback becomes important in discovery learning environments, where novice students are often over-whelmed by the cognitive load associated with learning and organizing new knowledge while at the same time monitoring their own learning progress. We focus on feedback mechanisms in Betty’s Brain, a teachable agent system in the domain of river ecosystems. Our goal is to help improve students’ abilities to monitor their agent, Betty’s knowledge, and, in the process their own learning and understanding. Our studies demonstrate the effectiveness of guided metacognitive feedback in preparing students for future learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aleven, V., Koedinger, K.R.: Investigations into Help Seeking and Learning with a Cognitive Tutor. In: Working Notes AIED Workshop on Help Provision and Help Seeking In Interactive Learning Environments, San Antonio, Texas (May 2001)
Aleven, V., McLaren, B.M., Roll, I., Koedinger, K.R.: Toward tutoring help seeking. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds.) ITS 2004. LNCS, vol. 3220, pp. 227–239. Springer, Heidelberg (2004)
Artzt, A.F., Armour-Thomas, E.: Cognitive Model for Examining Teachers’ Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection. Educational Studies in Mathematics 40(3), 211–335 (1999)
Bargh, J.A., Schul, Y.: On the cognitive benefits of teaching. Journal of Educational Psychology 72(5), 593–604 (1980)
Biswas, G., Schwartz, D., Leelawong, K., Vye, N.: TAG-V, Learning by Teaching: A New Agent Paradigm for Educational Software. Applied Artificial Intelligence, special issue on Educational Agents 19(3), 363–392 (2005)
Bransford, J.D., Schwartz, D.L.: Rethinking transfer: A simple proposal with multiple implications. In: Iran-Nejad, A., Pearson, P.D. (eds.) Review of Research in Education, vol. 24, pp. 61–101. American Educational Research Association, Washington (1999)
Chi, M.T.H., Siler, S.A., Jeong, H., Yamauchi, T., Hausmann, R.G.: Learning from Human Tutoring. Cognitive Science 25(4), 471–533 (2001)
Corbett, A.T., Anderson, J.R.: Locus of Feedback Control in Computer-Based Tutoring: Impact on Learning Rate, Achievement and Attitudes. In: Proc. CHI Letters, vol. 3(1), pp. 245–352 (2001)
Moreno, R.: Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia. Instructional Science 32, 99–113 (2004)
Novak, J.D.: Concept Mapping as a tool for improving science teaching and learning. In: Treagust, D.F., Duit, R., Fraser, B.J. (eds.) Improving Teaching and Learning in Science and Mathematics, pp. 32–43. Teachers College Press, London (1996)
Pintrich, P.R., DeGroot, E.V.: Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82, 33–40 (1990)
Schwartz, D.L., Martin, T.: Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction 22, 129–184 (2004)
Schwartz, D.L., Pilner, K.B., Biswas, G., Leelawong, K., Davis, J.P.: Animation of Thought: Interactivity in the Teachable Agent Paradigm. In: Learning with Animation: Research and Implications for Design, Lowe. Cambridge Univ. Press, Cambridge (to appear)
Verplanken, B., Hofstee, G., Janssen, H.: Accessibility of affective versus cognitive components of attitudes. Eur. Journal of Social Psychology 28, 23–35 (1998)
Zimmerman, B.J.: A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology 81(3), 329–339 (1989)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Tan, J., Biswas, G. (2006). The Role of Feedback in Preparation for Future Learning: A Case Study in Learning by Teaching Environments. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303_37
Download citation
DOI: https://doi.org/10.1007/11774303_37
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-35159-7
Online ISBN: 978-3-540-35160-3
eBook Packages: Computer ScienceComputer Science (R0)