Matsuda, N., Griger, C. L., Barbalios, N., Stylianides, G., Cohen, W. W., & Koedinger, K. R. (2014). Investigating the Effect of Meta-Cognitive Scaffolding for Learning by Teaching. In S. Trausen-Matu & K. Boyer (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp.104-113). Switzerland: Springer [17.5% acceptance rate out of 177 submissions]
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 de-signed, learning by teaching can support students to not only learn cognitive skills but also employ meta-cognitive skills for effective tutoring.
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