Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents
2011 (English)In: Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 / [ed] Gautam Biswas, Susan Bull, Judy Kay and Antonija Mitrovic, Springer Berlin/Heidelberg, 2011, 337-344 p.Chapter in book (Refereed)
The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation.
Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2011. 337-344 p.
Lecture Notes in Computer Science, ISSN 0302-9743 (print), 1611-3349 (online) ; 6738
Learning-by-teaching, teachable agent, assessment, transfer
IdentifiersURN: urn:nbn:se:liu:diva-80335DOI: 10.1007/978-3-642-21869-9_44ISBN: 978-3-642-21868-2ISBN: e-978-3-642-21869-9OAI: oai:DiVA.org:liu-80335DiVA: diva2:546527
ProjectsK2D2-projektet, Kunskap och Kompetens - Digitala Dialoger