The role of prompting and feedback in facilitating students' learning about science with MetaTutor
An experiment was conducted to test the efficacy of a new intelligent hypermedia system, MetaTutor, which is intended to prompt and scaffold the use of self-regulated learning (SRL) processes during learning about a human body system. Sixty-eight (N=68) undergraduate students learned about the human circulatory system under one of three conditions: prompt and feedback (PF), prompt-only (PO), and control (C) condition. The PF condition received timely prompts from animated pedagogical agents to engage in planning processes, monitoring processes, and learning strategies and also received immediate directive feedback from the agents concerning the deployment of the processes. The PO condition received the same timely prompts, but did not receive any feedback following the deployment of the processes. Finally, the control condition learned without any assistance from the agents during the learning session. All participants had two hours to learn using a 41-page hypermedia environment which included texts describing and static diagrams depicting various topics concerning the human circulatory system. Results indicate that the PF condition had significantly higher learning efficiency scores, when compared to the control condition. There were no significant differences between the PF and PO conditions. These results are discussed in the context of development of a fully-adaptive hypermedia learning system intended to scaffold self-regulated learning.
AAAI Fall Symposium - Technical Report
Azevedo, R., Johnson, A., Burkett, C., Chauncey, A., Fike, A., & Lintean, M. (2010). The role of prompting and feedback in facilitating students' learning about science with MetaTutor. AAAI Fall Symposium - Technical Report, FS-10-01, 11-16. Retrieved from https://digitalcommons.memphis.edu/facpubs/3259