Type : Conference Proceedings
Year : 2013
Secondary Title : Proc. of the 16th Conference on Artificial Intelligence in Education (AIED 2013)
Place Published : Memphis, TN
Publisher : Springer Berlin Heidelberg
Volume : 7926
Pages : 815-819
Tertiary Title : Lecture Notes in Computer Science
Date : "jul"
ISBN : 978-3-642-39111-8
Abstract : Extended interactions with a pedagogical agent (PA) assisting students to enact cognitive and metacognitive self-regulated processes requires the system to adapt the types and frequency of scaffolding. We compared learners’ perception of PAs’ prompts with MetaTutor, a hypermedia adaptive learning environment, with 40 undergraduates randomly assigned to one of three conditions: non-adaptive prompting (NP), frequency-based adaptive prompting (FP) and frequency and quality-based adaptive prompting (FQP). Results indicate learners are unable to reliably perceive differences in the number of prompts received, though these differences are reflected in positive outcomes in terms of SRL processes enacted and learning gains, and negative outcomes in terms of self-reported satisfaction. Preliminary results indicated that more frequent, but adaptive prompting is an efficient scaffolding strategy, despite negatively impacting learners’ satisfaction.
Notes : 10.1007/978-3-642-39112-5_120
Authors : Bouchet, François Harley, Jason M. Azevedo, Roger
Editors : Lane, H. Chad Yacef, Kalina Mostow, Jack Pavlik, Philip