Cultivating Students' Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent

Autor/inn/en	Daradoumis, Thanasis; Arguedas, Marta
Titel	Cultivating Students' Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent
Quelle	In: Educational Technology & Society, 23 (2020) 2, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Metacognition; Learning Activities; Feedback (Response); High School Students; Intelligent Tutoring Systems; Computer Simulation; Comparative Analysis; Scores; Student Development; Student Attitudes; Attitude Change; Affective Behavior; Teaching Methods; Web Sites; Design; Management Systems; Correlation; Outcomes of Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernaktivität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Intelligentes Tutorsystem; Computergrafik; Computersimulation; Schülerverhalten; Attitudinal change; Einstellungsänderung; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Korrelation; Lernleistung; Schulerfolg
Abstract	There is an increasing interest in the ways pedagogical agents can provide cognitive, emotional, and metacognitive support to students. Moreover, several research studies have proposed various approaches for cultivating students' reflective learning. A variety of research has also been conducted into interrelations between metacognition and affective processes. However, very few studies have examined the effect of emotional feedback provided by a virtual Affective Pedagogical Tutor (APT) on students' self-reflection during a metacognitive learning activity. An experimental research design was used in a study aimed at measuring the extent to which an APT's affective feedback managed to enhance students' self-reflection about what and how they had learned. Participants were a sample of 45 fourth-year high school students, who were divided into experimental and control groups (APT vs. human tutor) in a real online learning situation that involved metacognitive activities. A questionnaire was specifically designed to collect data from both groups. Our results showed that experimental group students achieved better scores in the self-reflection process, since the APT's affective feedback significantly enhanced students' conceptual change (what has changed with respect to their initial beliefs), as well as students' personal growth and understanding (what led them to change their initial beliefs). They also indicated the affective competencies that the APT needs to have in order to achieve a conceptual and personal change in students. Finally, the limitations of our study and directions for future research are discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01