Feedback for Metacognitive Support in Learning by Teaching Environments
Jason Tan, Guntam Biswas, and Daniel Schwartz 2006 Presented at the 28th Annual Meeting of the Cognitive Science Society, Vancouver, Canada.
Past research on feedback in computer-based learning environments has shown that corrective feedback helps immediate learning, whereas guided and metacognitive feedback help in gaining deep understanding and developing the ability to transfer knowledge. Feedback becomes important in discovery learning environments, where novice students are often overwhelmed by the cognitive load associated with learning and organizing new knowledge while monitoring their own learning progress. We focus on feedback mechanisms in teachable agent systems to help improve students' abilities to monitor their agent's knowledge, and, in the process their own learning and understanding. Our studies demonstrate the effectiveness of guided metacognitive feedback in preparing students for future learning.
Subject: Education Resource Type: Pedagogic Resources:Research Results, Conference Paper Research on Learning: Instructional Design, Cognitive Domain:Metacognition, Knowledge Transfer
