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Investigating the effect of meta-cognitive scaffolding for learning by teaching
Authors
N Barbalios
W Cohen
+4 more
C Griger
K Koedinger
N Matsuda
G Stylianides
Publication date
1 January 2014
Publisher
Springer Verlag
Doi
Abstract
This paper investigates the effect of meta-cognitive help in the context of learning by teaching. Students learned to solve algebraic equations by tutoring a teachable agent, called SimStudent, using an online learning environment, called APLUS. A version of APLUS was developed to provide meta-cognitive help on what problems students should teach, as well as when to quiz SimStudent. A classroom study comparing APLUS with and without the meta-cognitive help was conducted with 173 seventh to ninth grade students. The data showed that students with the meta-cognitive help showed better problem selection and scored higher on the post-test than those who tutored SimStudent without the meta-cognitive help. These results suggest that, when carefully designed, learning by teaching can support students to not only learn cognitive skills but also employ meta-cognitive skills for effective tutoring. © 2014 Springer International Publishing Switzerland
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Last time updated on 30/09/2015