Abstract

Does a teachable agent influence the uptake or neglect of ‘critical constructive feedback’ and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students’ responses to feedback and mitigated feedback neglect; the results were especially strong for lower-achieving students. Additionally, presence of a teachable agent improved post-test performance for students overall, and this effect was mediated by lower feedback neglect.

抽象的

可授课的代理人是否会影响数字环境中“关键的建设性反馈”和学习的接受或忽视？285名中学生在2x2学习设计中参与了历史学习游戏。一个方面是包括可教导的代理人。正交是批判性建设性反馈是自动呈现还是仅在学生选择时呈现。分析表明，一个可教的代理人积极地影响了学生对反馈的反应，减轻了对反馈的忽视。对于成绩较差的学生来说，这一结果尤为突出。此外，存在一种可教学的试剂可以改善学生的总体测验成绩，而这种影响是由较低的反馈忽视所介导的。