Effect of Metacognitive Support on Student Behaviors in Learning by Teaching Environments

被引：0

作者：

Tan, Jason ^{[1
]}

Wagster, John ^{[1
]}

Wu, Yanna ^{[1
]}

Biswas, Gautam ^{[1
]}

机构：

[1] Vanderbilt Univ, Dept EECS, Nashville, TN 37235 USA

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION: BUILDING TECHNOLOGY RICH LEARNING CONTEXTS THAT WORK | 2007年 / 158卷

基金：

美国国家科学基金会;

关键词：

Metacognition; teachable agents; behavioral analysis;

D O I：

暂无

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

We have developed environments that use teaching as a metacognitive, reflective, and iterative process to help middle school students learn about complex processes. We demonstrate that metacognition and self-regulation are crucial in developing effective learners and preparing them for future learning tasks. As evidence, we discuss the impact of metacognitive support on students' learning performance and behavior patterns that promote better learning through self-monitoring.

引用

页码：650 / +

页数：2

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