Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments

Biswas, G., Leelawong, K. and Belynne, K.

The twenty sixth Annual Meeting of the Cognitive Science Society, 2004

Outline

Introduction Implementing Learning by Teaching Systems A Prior Study without a Self-Regulation Mentor Self-Regulated Learning and Betty’s Brain A Study of the Added-Value of Self-Regulation Experimental Procedure Conclusions

Introduction

Intelligent tutoring system Problem-Driven Selects problems for the user to solve Does not always help students practice higher-order

cognitive skills especially in complex domains Create a environment where students teach computer

agents

Introduction

Teaching others is a powerful way to learn Reciprocal teaching Peer-Assisted tutoring Small-Group interaction

Teach others to take a quiz on a passage learned better than those who prepared to take the quiz themselves

Teachers can receive questions and feedback from students

Introduction

Learning-by-teaching can initially seem inefficient need to learn the right way to teach Long-term benefits

Evaluate not only how well students learn Students are usually novices

domain content teachable agent

teaching tasks Mentor agent

Implementing Learning by Teaching Systems

Implementing Learning by Teaching Systems

Queries If <concept A> increases (decreases) what happens to

<concept B>? Tell me all you know about <concept A>.

An increase in algae will cause fish to increase Explanations for how Betty derives her answers Text, animation, and speech

Implementing Learning by Teaching Systems

The system also includes sets of teacher-generated quiz questions

Students can see how Betty take the quiz

A Prior Study without a Self-Regulation Mentor

An experiment 50 fifth grade students From a science class In southeastern US city

4 group Quiz Query Neither query nor quiz the agent both query and quiz

A Prior Study without a Self-Regulation Mentor

Students were given instructions on how to use the system

They used the software for 3 one-hour sessions Query feature would help students debug their own

thinking Quiz feedback they received about her answers to

produce more accurate concept maps Students who used the query and quiz mechanisms

understood causal relations better than the students who did not

Self-Regulated Learning and Betty’s Brain

Provide scaffolds and feedback mechanisms to help students overcome their initial difficulties in learning

Scaffolds Improvements in the online resources available Redesigned the quiz so that the questions would support

users in systematically Makes Betty more reactive to what she was being taught

Self-Regulated Learning and Betty’s Brain

Self-Regulated learning skills Setting and planning, Seeking and organizing information Keeping records and monitoring Self-Evaluation

Betty forced the student to conform to the self-regulation strategies

Self-Regulated Learning and Betty’s Brain

Teach phase Betty makes suggestions that students set goals about what

to teach Students make efforts to gain the relevant knowledge

Students ask Betty questions (querying) Students get Betty to take quizzes

A Study of the Added-Value of Self-Regulation

Compare with Learning by teaching Intelligent tutoring system

Identical resources The same query and quiz

Experimental Procedure

A fifth grade classroom was divided into three equal groups of 15 students

Pretest with twelve questions Five 45-minute sessions over a period of three weeks Access to the online resources

Experimental Procedure

Experimental Procedure

Conclusions

The SRL group outperformed than other two The system facilitate students’ learning about the con

cept