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Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor [chapter]

François Bouchet, Jason M. Harley, Roger Azevedo
2013 Lecture Notes in Computer Science  
We compared learners' perception of PAs' prompts with MetaTutor, a hypermedia adaptive learning environment, with 40 undergraduates randomly assigned to one of three conditions: non-adaptive prompting  ...  Extended interactions with a pedagogical agent (PA) assisting students to enact cognitive and metacognitive self-regulated processes requires the system to adapt the types and frequency of scaffolding.  ...  This paper assessed the impact of different pedagogical agents' (PAs) adaptive prompting of self-regulated learning (SRL) processes during learning with MetaTutor [3] , a multi-agent ITS designed to track  ... 
doi:10.1007/978-3-642-39112-5_120 fatcat:v4nqbnnmgrbx3aikvj3tx3eoyy

Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system

Melissa C. Duffy, Roger Azevedo
2015 Computers in Human Behavior  
In this study, we examined the influence of achievement goals and scaffolding on self-regulated learning (SRL) and achievement within MetaTutor, a multi-agent intelligent tutoring system.  ...  Implications for the design of pedagogical agents are also discussed.  ...  Discussion The purpose of this study was to examine whether pedagogical agents' scaffolding (instructional prompts and feedback) would impact learners' self-regulated learning processes and achievement  ... 
doi:10.1016/j.chb.2015.05.041 fatcat:hc4jwt4fpze5pbur6wni7cgiby

Can Adaptive Pedagogical Agents' Prompting Strategies Improve Students' Learning and Self-Regulation? [chapter]

François Bouchet, Jason M. Harley, Roger Azevedo
2016 Lecture Notes in Computer Science  
We use log files and questionnaire data from 116 participants who interacted with MetaTutor, an advanced multi-agent learning environment that helps learners to develop their self-regulated learning (SRL  ...  These results provide insights on parameters relevant to prompting adaptation strategies to ensure transfer of metacognitive skills beyond the learning session.  ...  2 In this study, we investigated the effect of adaptive prompting on undergraduates' learning and their use of self-regulated learning (SRL) strategies in an OELE with embedded pedagogical agents (PAs)  ... 
doi:10.1007/978-3-319-39583-8_43 fatcat:rmn5ygsepzeddg64mmj4uqob5m

Impact of Individual Differences on Affective Reactions to Pedagogical Agents Scaffolding [chapter]

Sébastien Lallé, Nicholas V. Mudrick, Michelle Taub, Joseph F. Grafsgaard, Cristina Conati, Roger Azevedo
2016 Lecture Notes in Computer Science  
However, there is limited understanding of how Pedagogical Agents (PAs) impact different students' emotions, what those emotions are, and whether this is modulated by students' individual differences (  ...  Students' emotions are known to influence learning and motivation while working with agent-based learning environments (ABLEs).  ...  system and how to self-regulate their learning with the assistance of multiple PAs [1] .  ... 
doi:10.1007/978-3-319-47665-0_24 fatcat:6stanq2emvakhfrle4ie23yko4

Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments?

Michelle Taub, Roger Azevedo, François Bouchet, Babak Khosravifar
2014 Computers in Human Behavior  
These results have important implications on designing multi-agent, hypermedia environments; we can design pedagogical agents that adapt to students' learning needs, based on their prior knowledge levels  ...  Abstract Research on self-regulated learning (SRL) in hypermedia-learning environments is a growing area of interest, and prior knowledge can influence how students interact with these systems.  ...  The focus of this study is to assess how students' prior knowledge can impact the way they self-regulate their learning in a CBLE, with the assistance of pedagogical agents.  ... 
doi:10.1016/j.chb.2014.07.018 fatcat:us2tiunglvbwldpde4iiwpyod4

Clustering and Profiling Students According to their Interactions with an Intelligent Tutoring System Fostering Self-Regulated Learning

Francois Bouchet, Jason M. Harley, Gregory J. Trevors, Roger Azevedo
2013 Zenodo  
an agent-based Intelligent Tutoring System (ITS) designed to foster self-regulated learning (SRL).  ...  We conclude with a discussion of implications for designing a more adaptive ITS based on an identification of learners' profiles  ...  their tutorial strategies to deal with learners' emerging understanding of the topic, model self-regulated learning (SRL) skills in order to support their use during learning, prompt key metacognitive  ... 
doi:10.5281/zenodo.3554613 fatcat:eaeu335si5hjnobd26xrw5336a

Examining the Predictive Relationship Between Personality and Emotion Traits and Learners' Agent-Direct Emotions [chapter]

Jason M. Harley, Cassia C. Carter, Niki Papaionnou, François Bouchet, Ronald S. Landis, Roger Azevedo, Lana Karabachian
2015 Lecture Notes in Computer Science  
interacting with two Pedagogical Agents (PAs -agent-directed emotions) in MetaTutor, an advanced multi-agent learning environment.  ...  Such an approach presents a scalable and easily implemented method for creating emotionally-adaptive, agent-based learning environments, and improving learner-PA interactions to support learning.  ...  Fonds Québécois de recherche -Société et culture (FQRSC) and a Joseph-Armand Bombardier Canada Graduate Scholarship for Doctoral research from the Social Sciences and Humanities Research Council (SSHRC) of  ... 
doi:10.1007/978-3-319-19773-9_15 fatcat:o4ugux2jbfaahgnyska66z6tay

Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges

ROGER AZEVEDO, DANIEL C. MOOS, AMY M. JOHNSON, AMBER D. CHAUNCEY
2010 Educational Psychologist  
We thank current members of the team including Candice Burkett, Ashley Fike, Michael Cox, Andrew Hoff, and Erik Brooks.  ...  ACKNOWLEDGMENTS Preparation of this article has been supported by funding from the National Science Foundation (Early Career Grant DRL 0133346, DRL 0633918, DRL 0731828, and HCC 0841835) awarded to the  ...  This engagement and adaptation illustrates one of many possible ways that learners can take to self-regulate their learning with hypermedia (Azevedo, 2009) .  ... 
doi:10.1080/00461520.2010.515934 fatcat:v2gyze5urjemxlkc7vgp4hu4li

Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches

Franz Wortha, Roger Azevedo, Michelle Taub, Susanne Narciss
2019 Frontiers in Psychology  
Students with a negative profile learned less than those with other profiles and also reported less usage of emotion regulation strategies.  ...  Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes.  ...  and Humanities Research Council of Canada.  ... 
doi:10.3389/fpsyg.2019.02678 pmid:31849780 pmcid:PMC6901792 fatcat:jfsjsekslvhejh5z7twrg7l6ie

Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

Rebeca Cerezo, Maria Esteban, Guillermo Vallejo, Miguel Sanchez-Santillan, Jose Carlos Nuñez
2020 Sustainability  
Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated  ...  In addition, there were some differences in improvement of learning processes in students with and without learning difficulties.  ...  for research with human beings and Organic Law 3/2018, 5th of December, on Protection of Personal Data and ensuring digital rights.  ... 
doi:10.3390/su12219184 fatcat:2zd6fka6jrcr7bsxfgo3ytwzni

Hipatia: a hypermedia learning environment in mathematics

Marisol Cueli, Paloma González-Castro, Jennifer Krawec, José C. Núñez, Julio A. González-Pienda
2015 Anales de Psicología  
After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning.  ...  different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in  ...  -This work is funded by the I+D+i project with reference EDU2010-19798, and the support of a grant from the Ministry of Science and Innovation (BES-2011-045582).  ... 
doi:10.6018/analesps.32.1.185641 fatcat:y2cjj3glufej7m65kl26sjkoeu

Intelektinė daugiaagentė mokymosi sistema, naudojanti edukacinių duomenų tyrybą

Eugenijus Kurilovas, Jaroslav Meleško, Irina Krikun
2018 Informacijos mokslai  
Straipsnyje visų pirma yra atlikta intelektinių programinių agentų taikymo švietime sisteminė apžvalga "Clarivate Analytics Web of Science" duomenų bazėje.  ...  feedback) would impact the self-regulated learning processes and achievements of learners in the MetaTutor learning environment.  ...  This study demonstrates that agents' prompts and feedback within a computerbased learning environment foster learning behaviours, such as an increased use of self-regulated learning strategies and time  ... 
doi:10.15388/im.2017.79.11381 fatcat:vdtxf3uctbfx7cp7jfhzqmqe3u

AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

Benjamin D. Nye, Arthur C. Graesser, Xiangen Hu
2014 International Journal of Artificial Intelligence in Education  
Research on early versions of AutoTutor documented the impact on deep learning by co-constructed explanations, feedback, conversational scaffolding, and subject matter content.  ...  and persona of animated agents, and of alternative tutoring strategies such as collaborative lecturing and vicarious tutoring demonstrations.  ...  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of these funding sources.  ... 
doi:10.1007/s40593-014-0029-5 fatcat:4ykacwg665dzlgrtgmwq3kb3ua

Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts

Christoph Sonnenberg, Maria Bannert
2016 Zenodo  
The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions  ...  In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning.  ...  We would like to thank our student research assistants, Ferdinand Guggenberger, Valentina Haspert, Michaela Hofbauer, and Lisa Müsse, for their assistance with regard to coding the think-aloud data.  ... 
doi:10.5281/zenodo.3554597 fatcat:ex5zng6gq5hkfnof2qohsr5bfq

AutoTutor and affective autotutor

Sidney D'mello, Art Graesser
2012 ACM transactions on interactive intelligent systems (TiiS)  
ACKNOWLEDGMENTS The authors would like to thank members of the Tutoring Research Group  ...  Therefore, MetaTutor was designed to automate the role of an externally regulating agent while students learn with hypermedia.  ...  pedagogical strategies to help students learn.  ... 
doi:10.1145/2395123.2395128 fatcat:f6rqwoomdvfzvg6mf6rkw34lt4
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