"Let's Set Up Some Subgoals": Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance

Autor/inn/en	Harley, Jason M.; Taub, Michelle; Azevedo, Roger; Bouchet, Francois
Titel	"Let's Set Up Some Subgoals": Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance
Quelle	In: IEEE Transactions on Learning Technologies, 11 (2018) 1, S.54-66 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harley, Jason M.) ORCID (Taub, Michelle) ORCID (Bouchet, Francois)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2017.2756629
Schlagwörter	Cooperative Learning; Intelligent Tutoring Systems; Interaction; Prompting; Feedback (Response); Compliance (Psychology); Goal Orientation; Undergraduate Students; Identification; Outcomes of Education; Pretests Posttests; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Intelligentes Tutorsystem; Interaktion; Benutzerführung; Zielorientierung; Zielvorstellung; Identifikation; Identifizierung; Lernleistung; Schulerfolg; Statistische Analyse; Qualitative Forschung
Abstract	Research on collaborative learning between humans and virtual pedagogical agents represents a necessary extension to recent research on the conceptual, theoretical, methodological, analytical, and educational issues behind co- and socially-shared regulated learning between humans. This study presents a novel coding framework that was developed and used to describe collaborations between learners and a pedagogical agent (PA) during a subgoal setting activity with MetaTutor, an intelligent tutoring system. Learner-PA interactions were examined across two scaffolding conditions: prompt and feedback (PF), and control. Learners' compliance to follow the PA's prompts and feedback in the PF condition were also examined. Results demonstrated that learners followed the PA's prompts and feedback to help them set more appropriate subgoals for their learning session the majority of the time. Descriptive statistics revealed that when subgoals were set collaboratively between learners and the PA, they generally lead to higher proportional learning gains when compared to less collaboratively set goals. Taken together, the results provide preliminary evidence that learners are both willing to engage in and benefit from collaborative interactions with PAs when immediate, directional feedback and the opportunity to try again are provided. Implications and future directions for extending co- and socially-shared regulated learning theories to include learner-PA interactions are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01