A Multi-Level Growth Modeling Approach to Measuring Learner Attention with Metacognitive Pedagogical Agents

Autor/inn/en	Wiedbusch, Megan; Lester, James; Azevedo, Roger
Titel	A Multi-Level Growth Modeling Approach to Measuring Learner Attention with Metacognitive Pedagogical Agents
Quelle	In: Metacognition and Learning, 18 (2023) 2, S.465-494 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-023-09336-z
Schlagwörter	Measurement Techniques; Metacognition; Learning Processes; Nonverbal Communication; Teaching Methods; Barriers; Multimedia Instruction; Undergraduate Students; Eye Movements; Artificial Intelligence; Emotional Response; Psychological Patterns; Learning Analytics; Intelligent Tutoring Systems; Physiology; Anatomy + Suchen Sie Ihr Suchwort? Messtechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Augenbewegung; Künstliche Intelligenz; Emotionales Verhalten; Intelligentes Tutorsystem; Physiologie; Anatomie
Abstract	Pedagogical agents have been designed to support the significant challenges that learners face when self-regulating in advanced learning environments. Evidence suggests differences in learners' prior skills and abilities, in conjunction with excessive didactic support, can cause overreliance on these external aids, which in turn prevents deeper learning, and pedagogical agents can provide tailored scaffolding to accommodate learners' individual needs. However, there is less evidence about the impact of abstract scaffolding, such as the sharing of non-verbal metacognitive information via a pedagogical agent's facial expressions, on self-regulated learning. To assess factors in the passing of non-verbal metacognitive information via pedagogical agents in a multimedia learning environment, we used growth modeling with self-reports, eye-tracking, and log-file data collected from fifty (n = 50) undergraduates at a large North American university as they learned about human body systems while using MetaTutor-IVH, a multimedia learning environment with a pedagogical agent. We controlled for participant characteristics (perceived utility of emotions for self- and other-centered positive and negative emotions) and characteristics of the metacognitive monitoring information provided by a pedagogical agent (expression type and expression congruency) to assess factors in non-verbally communicating metacognitive information. Results suggest that learners attend to pedagogical agents less over time, but this rate of change is weaker when an agent is providing an expression that is congruent with the ground truth of the environment. Further, only the perceived information utility of other-centered negative emotions has a significant effect on this duration, suggesting learners are driven to consult pedagogical agents to avoid embarrassment or shame. We discuss design implications of these findings for technology-based learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01