| 1. |
- 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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| 2. |
- 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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| 3. |
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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- Haake, Magnus, et al.
(författare)
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Visual Stereotypes and Virtual Pedagogical Agents
- 2008
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Ingår i: Educational Technology & Society. - Palmerston North : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 11:4, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual pedagogical characters introduce anything novel with regard to the use of visual stereotypes - as compared both to real life interaction between humans and to the use of visual stereotypes in traditional non-interactive media such as magazines, film, television and video. It is proposed that novel affordances, as well as novel drawbacks, indeed are being introduced with the use of visual stereotypes in virtual characters. The conclusion of the paper is that knowledge on these matters can be useful both for developers of educational systems and for educators in enabling them to strengthen some pedagogical settings and activities.
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| 8. |
- Husain, Layla, et al.
(författare)
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Supporting Early Math : Rationales and Requirements for High Quality Software
- 2015
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Ingår i: The Journal of computers in mathematics and science teaching. - : Association for the Advancement of Computing in Education (AACE). - 0731-9258 .- 1943-5908. ; 34:4, s. 409-429
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Tidskriftsartikel (refereegranskat)abstract
- There is substantial evidence that preschooler' performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math development. Furthermore it is argued that the content of early math software should be centered around notions such as number sense and spontaneous focus on numerosity. Beyond that, the paper argues for seven design criteria to consider if the goal is to provide strong support for early math via educational software: (1) use a pedagogical approach clearly based on research on early learning of mathematics, (2) provide a set of relevant representations in an appropriate order, (3) provide informative and meaningful feedback, (4) pay attention to motivational aspects for the age group, (5) provide individually adapted support as well as challenge, (6) include a reporting function for educators, and (7) enable the use of an inclusive pedagogy. These seven design criteria are described and illustrated by concrete examples drawn from a newly developed play-&-learn game in early math: Magical Garden.
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| 9. |
- Pareto, Lena, 1962-, et al.
(författare)
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A Teachable-Agent Arithmetic Game’s effects on Mathematics Understanding, Attitude and Self-Efficacy
- 2011
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Ingår i: AIED 2011, LNAI 6738. - Berlin, Heidelberg : Springer. ; , s. 247-255, s. 247-255, s. 247-255
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Konferensbidrag (refereegranskat)abstract
- A teachable-agent arithmetic game is presented and evaluated in terms of student performance, attitude and self-efficacy. An experimental pre-post study design was used, enrolling 153 3rd and 5th grade students in Sweden. The playing group showed significantly larger gains in math performance and self-efficacy beliefs, but not in general attitude towards math, than the control groups. The contributions in relation to previous work include a new educational game being evaluated, and an emphasis on self-efficacy in the study as a strong predictor of math achievements.
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| 10. |
- Pareto, Lena, 1962-, et al.
(författare)
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A teachable-agent-based game affording collaboration and competition : Evaluating math comprehension and motivation
- 2012
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Ingår i: Educational technology research and development. - : Springer Science and Business Media LLC. - 1042-1629 .- 1556-6501. ; 60:5, s. 723-751
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. © 2012 Association for Educational Communications and Technology.
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