Please use this identifier to cite or link to this item:
|Title:||Learning from the Folly of Others: Learning to Self-Correct by Monitoring the Reasoning of Projective Pedagogical Agents|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Okita, S. & Jamalian, A. (2012). Learning from the Folly of Others: Learning to Self-Correct by Monitoring the Reasoning of Projective Pedagogical Agents. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 281-285). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||Students find it relatively natural to catch other people's errors, even if they are not inclined to catch their own. A total of sixty-two nine- to eleven-year-old students participated in two studies that tested the hypothesis that monitoring the reasoning of a pedagogical agent solving math problems, can help students learn the skill of monitoring, and eventually self- correct when solving math problems. A projective pedagogical agent "ProJo" was designed to openly displays its reasoning when solving math problems allowing children to "look for mistakes". Two testing environments "Doodle Math", and "Puzzle Math" were implemented to directly compare self-monitoring and self-other monitoring treatment. The results showed initial evidence that self-other monitoring may be an effective way to help students develop metacognitive skills to self-correct and accurately solve problems.|
|Appears in Collections:||ICLS 2012|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.