How teachable agents influence students' responses to critical constructive feedback. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Silvervarg, Annika; Wolf, Rachel; Blair, Kristen Pilner; Haake, Magnus; Gulz, Agneta
• Is Part Of: Journal of research on technology in education. Volume 53:Issue 1(2021)
• Page Start: 67
• Page End: 88
• Publication Date: 2021-01-02
• Subjects: Critical constructive feedback -- teachable agent -- choice -- game -- low- and high-achieving students -- learning; Computer-assisted instruction -- Periodicals; Educational technology -- Periodicals; Internet in education -- Periodicals; Distance education -- Periodicals; 371.3305
• DOI: 10.1080/15391523.2020.1784812
• Languages: English
• ISSNs: 1539-1523

Abstract

Abstract: Does a teachable agent influence the uptake or neglect of 'critical constructive feedback' and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students' responses to feedback and mitigated feedback neglect; the results were especially strong for lower-achieving students. Additionally, presence of a teachable agent improved post-test performance for students overall, and this effect was mediated by lower feedback neglect.