Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment

Autor/inn/en	Wu, Longkai; Looi, Chee-Kit
Titel	Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.339-353 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Scaffolding (Teaching Technique); Prompting; Reflection; Intelligent Tutoring Systems; Artificial Intelligence; Computer System Design; Secondary School Students; Economics; Metacognition; Learner Controlled Instruction; Concept Mapping; Learning Theories; Pretests Posttests; Computer Assisted Instruction; Electronic Learning; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Questioning Techniques; Content Analysis + Suchen Sie Ihr Suchwort? Benutzerführung; Intelligentes Tutorsystem; Künstliche Intelligenz; Sekundarschüler; Volkswirtschaftslehre; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept Map; Learning theory; Lerntheorie; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Statistische Analyse; Befragungstechnik; Fragetechnik; Inhaltsanalyse
Abstract	Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students' reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are contrasted in this research, both from the perspective of a tutee, and they differ in their specificity. Generic prompts are aiming at eliciting students' double-loop reflection on metacognitive strategies and beliefs. Specific prompts, on the other hand, are to encourage students' single-loop reflection on domain-related and task-specific skills and articulation of their explanatory responses. Our findings suggest that designers of intelligent learning environment should concentrate on fostering students to reflect on their metacognitive strategies and beliefs, and allow students to take responsibility for directing their own learning autonomy. (Contains 4 tables and 6 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10