Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?

Autor/inn/en	VanLehn, Kurt; Zhang, Lishan; Burleson, Winslow; Girard, Sylvie; Hidago-Pontet, Yoalli
Titel	Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?
Quelle	In: IEEE Transactions on Learning Technologies, 10 (2017) 3, S.277-289 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2016.2594775
Schlagwörter	Metacognition; Learning Strategies; Nonverbal Communication; High School Students; Tutors; Transfer of Training; Intelligent Tutoring Systems; Computer Software; Models; Task Analysis; Computer Assisted Instruction; Statistical Analysis; Control Groups; Experimental Groups; Comparative Analysis; College Students; Teaching Methods; Instructional Effectiveness; Arizona + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Non-verbal communication; Nonverbale Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Förderlehrer; Lehrender; Tutor; Training; Transfer; Ausbildung; Intelligentes Tutorsystem; Analogiemodell; Aufgabenanalyse; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	This project aimed to improve students' learning and task performance using a non-cognitive learning companion in the context of both a tutor and a meta-tutor. The tutor taught students how to construct models of dynamic systems and the meta-tutor taught students a learning strategy. The non-cognitive learning companion was designed to increase students' effort and persistence in using the learning strategy. It decided when to intervene and what to say using both log data and affective state monitoring via a facial expression camera and a posture sensor. Experiments with high school students showed that the non-cognitive learning companion increased students' learning and performance. However, it had no effect on performance during a transfer phase in which the learning companion, meta-tutor, and tutor were all absent. The transfer phase null effect must be interpreted with caution due to low power, a possible floor effect, and other issues. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01