Effects of adaptive training on metacognitive knowledge monitoring ability in computer-based learning. (February 2019)

• Record Type: Journal Article
• Authors: Kautzmann, Tiago Roberto; Jaques, Patricia A.
• Is Part Of: Computers & education. Volume 129(2019)
• Page Start: 92
• Page End: 105
• Publication Date: 2019-02
• Subjects: Teaching strategies -- Elementary education -- Intelligent tutoring systems -- Applications in subject areas -- Human-computer interface; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2018.10.017
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: An experimental study was conducted with 8th grade students (N = 41), ranging from 13 to 14 years old, whereby they solved first-degree equations using a step-based intelligent tutoring system. The aim of the study is to assess the training of the metacognitive knowledge monitoring ability carried out by an animated pedagogical agent integrated into the tutoring system. Students from the experimental group received metacognitive instructions from the agent, as well as some hints and feedback, whereas those from the control group received only hint-messages and feedback. Pretest and posttest sessions were carried out in order to collect the metacognitive knowledge monitoring ability indexes, as well as the students' performance grades for first degree equations solving. The results indicated that students who received metacognitive instruction presented greater improvement on metacognitive knowledge monitoring ability indexes. The study also monitored students' performance in solving equations during experimental sessions and found that those who received metacognitive instructions completed more equations correctly. This paper also discusses the implications of the results for the theory of metacognitive knowledge monitoring ability. Highlights: An agent that trains the knowledge monitoring ability is evaluated. The agent's training can improve students' knowledge monitoring ability. The agent's training can improve students' learning performance. A correlation between students' performance and metacognitive ability is found.