| 1. |
- Silvervarg, Annika, 1974-, et al.
(författare)
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Assessment of Students' Feedback Behavior in A Game-Based Automated Feedback System-A Cross-Cultural Replication Study
- 2022
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Ingår i: 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. - Kuala Lumpur, Malaysia. - 9789869721493 ; , s. 292-301
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Konferensbidrag (refereegranskat)abstract
- In this paper, we argue for the importance of conducting replication studies over various schools and countries when addressing topics about learning and instruction and propose educational technology to be a tool for this endeavor. We present an example of a cross-cultural replication study that makes use of educational technology in the form of a digital game-based automated feedback system. The study addresses feedback related behavior in 11-15-year-old students in US and Swedish classrooms, investigating students' choices to seek confirmatory (i.e., positive) or critical (i.e., negative) feedback, as well as their subsequent choices to revise their work based on this feedback. Comparisons of the data collected at several schools in the US and Sweden showed similar patterns of relationships among students' feedback-seeking behavior, their tendency to revise their work, and their learning outcomes in and outside the assessment environment. Overall, the findings revealed that this assessment approach seems to be generalizable from a North American to a European population. However, the findings showed both a significant difference between Sweden and the US regarding the preference for critical feedback and between different schools within each country. Thus, it is possible that the difference between countries reflects school differences rather than cultural differences.
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| 2. |
- Ternblad, Eva Maria, et al.
(författare)
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I will help you, but will you help me? How the Perception of a Teachable Agent May Influence Performance
- 2022
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Ingår i: 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. - 9789869721493 ; , s. 63-72
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Konferensbidrag (refereegranskat)abstract
- Learning by teaching someone else has proven to be beneficial in both human-human and human-agent interaction. Instructing someone else, that is, taking the role as a tutor, has a series of positive effects on students' learning and performance. For example, the fact that someone else is in need of help seems to affect students to put more effort into the task at hand, trying harder, being more thorough and persisting longer. This has inspired researchers to design educational software that uses teachable agents (TAs). The use of such software has shown to improve students'-not the least lower-achieving students'-learning. Designing teachable agents is, however, a delicate matter since the personality and capability of the agent may affect students' behaviors and performance. This study, which includes data from 156 6th grade students who used an educational game in history during three lessons, contributes to research on how students' perceptions of a neutral TA (without any specific personality and behavior) may influence their performance. The focus is on whether and how students' learning gains are influenced by the extent to which students perceive their TA as someone who does need their help. In addition, we explored whether such potential effects would differ between lower- and higher-achieving students. Results were that students' perceptions about the TA's need for help was a significant predictor of high performance (based on in-game performance and post-test scores)-independent of their general achievement level (grounded in the students' reading proficiency). In other words, all students, whether lower- or higher-achieving, benefitted from being convinced of the agent's need for help. This finding is somewhat different from previous studies, where TAs mainly have been found to be beneficial for lower-achieving students. In relation to this, the present study adds a novel piece of information by suggesting that for TAs to be beneficial in educational software, their need for help should be clearly communicated and emphasized. This, on the other hand, may make them useful for all students, independently of how well they usually perform in school.
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| 3. |
- Ternblad, Eva Maria, et al.
(författare)
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Understanding Areas of Parallelograms Through Virtual Geometrical Representations : A Pilot Study
- 2022
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Ingår i: 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. - 9789869721493 ; , s. 206-209
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Konferensbidrag (refereegranskat)abstract
- Do virtual representations, intended for teaching and learning, afford different constraints and affordances compared to their physical twins, and may this lead to different ways of interaction and understanding? In this line of inquiry, and with the perspective on learning as an extended activity, where learning can be mediated through the interaction with artefacts, the present study has translated the concrete material from a 30-year-old study on geometry to a digital application with virtual geometrical manipulatives. 26 students from the 6th grade worked with the software for two lessons and thereafter completed a test. Learning outcomes are presented and compared to those from the original study, revealing not only substantially less learning gains, but also other unexpected differences.
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