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- Tärning, Betty, et al.
(författare)
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Assessing the black box of feedback neglect in a digital educational game for elementary school
- 2020
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Ingår i: Journal of the Learning Sciences. - : Informa UK Limited. - 1050-8406 .- 1532-7809. ; 29:4-5, s. 511-549
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Tidskriftsartikel (refereegranskat)abstract
- Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing. Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progress. Eye-tracking was used to measure noticing and decoding of feedback. Behavioral data-logging tracked students’ use of feedback and potential progress. Three feedback signaling conditions were experimentally compared: a pedagogical agent, an animated arrow, and no signaling (control condition). Findings: Students dropped out at each stage and few made it past the final stage. The agent condition led to significantly less feedback neglect at the two first stages, suggesting that students who are not initially inclined to notice and read feedback text can be influenced into doing so. Contribution: The study provides a model and method to build more fine-grained knowledge of students’ (non)processing of feedback. More knowledge on at what stages students drop out and why can inform methods to counteract drop out and scaffold more productive and fruitful responses.
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- Gulz, Agneta, et al.
(författare)
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Lärande och kognition
- 2012
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Ingår i: Kognitionsvetenskap. - Lund : Studentlitteratur. - 9789144051666
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Gulz, Agneta, et al.
(författare)
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Samarbete ger lyckat resultat
- 2012
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Ingår i: Sydsvenska dagbladet. - Malmö : Bonnier. - 1652-814X .- 1104-0068.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ta några ingenjörsstudenter, släng in ett par kognitionsvetarstudenter och ge dem ett problem att lösa. Ut kommer interaktiva dataspel för skolan och robotar som kan imitera människors rörelser.– Vi kombinerar doing och thinking, säger Agneta Gulz, professor i kognitionsvetenskap.
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- Axelsson, Anton, et al.
(författare)
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Scaffolding executive function capabilities via play-&-learn software for preschoolers
- 2016
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 108:7, s. 969-981
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Tidskriftsartikel (refereegranskat)abstract
- Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.
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- Gulz, Agneta, et al.
(författare)
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Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning
- 2011
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Ingår i: Proceedings of Artificial Intelligence in Education, 2011 LNAI 6738. - Berlin, Heidelberg : Springer. ; , s. 106-114, s. 106-114
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Konferensbidrag (refereegranskat)abstract
- The paper discusses the addition of off-task socially oriented conversational abilities to an existing “teachable agent” (TA) in an educational game in mathematics. The purpose of this extension is to affect constructs known to promote learning, such as self-efficacy and engagement as well as enhance students’ experiences of interacting with the game. A comparison of students that played the game with the off-task interaction to those who played without it, shows trends that indicate that students who played the game with off-task interaction had a more positive experience of the game, and that they also learnt more, as reflected in the learning outcomes of their TAs.
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- Haake, Magnus, et al.
(författare)
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Pedagogical agents: Pedagogical interventions via integration of task-oriented and socially oriented conversation.
- 2011
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Ingår i: [Host publication title missing].
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Konferensbidrag (refereegranskat)abstract
- The paper discusses the motivation for and outcome of the addition of socially oriented so called “off-task” conversational abilities to an existing “teachable agent” (TA) in an educational mathematics game. The purpose of the extension is to affect constructs known to promote learning, such as self-efficacy and engagement, as well as enhancing students’ experiences of the game. A comparison of students that played the educational game with the off-task interaction included to those who played without it, indicate that the former had a more positive experience of the game, and that they also learnt more in the sense of teaching their TA better. The potential for pedagogical interventions in this and similar systems is discussed as well as differences found between high- and low-achievers.
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- Haake, Magnus, et al.
(författare)
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Teaching Her, Him…or Hir? Challenges for a Cross-Cultural Study.
- 2011
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Ingår i: Lecture Notes in Computer Science. - Berlin, Heidelberg : Springer Berlin/Heidelberg. ; , s. 447-448, s. 447-448
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Konferensbidrag (refereegranskat)abstract
- This paper discusses some cultural considerations that we stand before in developing and exploiting an agent based educational software for use by Swedish and American students, age 11-14. The reported cultural challenges arise in software develop¬ment, study designs, and decisions on actual pedagogical use in the two cultural settings.
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