Investigating the Effects of Cognitive and Metacognitive Scaffolding on Learners using a Learning by Teaching Environment

被引：0

作者：

Dumdumaya, Cristina ^{[1
,2
]}

Banawan, Michelle ^{[1
,3
]}

Rodrigo, Ma. Mercedes ^{[1
]}

Ogan, Amy ^{[4
]}

Yarzebinski, Evelyn ^{[4
]}

Matsuda, Noburo ^{[5
]}

机构：

[1] Ateneo Manila Univ, Dept Informat Syst & Comp Sci, Quezon City, Philippines

[2] Univ Southeastern Philippines, Inst Comp, Davao, Philippines

[3] Ateneo Davao Univ, Comp Studies Dept, Quezon City, Philippines

[4] Carnegie Mellon Univ, Human Comp Interact Inst, Pittsburgh, PA 15213 USA

[5] Texas A&M Univ, Coll Educ & Human Dev, College Stn, TX 77843 USA

来源：

25TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2017): TECHNOLOGY AND INNOVATION: COMPUTER-BASED EDUCATIONAL SYSTEMS FOR THE 21ST CENTURY | 2017年

基金：

美国国家科学基金会;

关键词：

Intelligent tutoring systems; learning-by-teaching; scaffolding; self-regulated learning; SimStudent; MOTIVATION;

D O I：

暂无

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

We compared the effects of cognitive and metacognitive scaffolding on students' performance within a learning-by-teaching intelligent tutor for algebra. Results revealed that metacognitive scaffolding facilitated learning for low prior ability learners while high prior ability students' performance was obstructed by their refusal to follow the hints. Moreover, the study found that metacognitive actions related to self-regulatory learning's reflection subfunction correlates negatively to the learning outcomes of low ability students.

引用

页码：1 / 10

页数：10

共 42 条

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