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.
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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
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DOI: https://doi.org/10.1007/11774303_37
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-35159-7
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