Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: June 14, 2022

Self-regulated learning (SRL) is critical for across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately dynamically monitoring regulating their self-regulatory processes. Therefore, technologies, such as intelligent tutoring systems (ITSs), have been designed to measure foster SRL. This paper presents an overview of over 10 years on SRL with MetaTutor, a hypermedia-based ITS scaffold college students’ while they learn about the human circulatory system. MetaTutor’s architecture instructional features based models SRL, empirical evidence computerized principles multimedia learning, Artificial Intelligence (AI) in educational metacognition from our team other researchers. We present MetaTutor followed by synthesis key findings effectiveness various versions system (e.g., adaptive scaffolding vs. no behavior) outcomes. First, we focus self-reports, outcomes, multimodal data log files, eye tracking, facial expressions emotion, screen recordings) contributions understanding ITS. Second, elaborate role embedded pedagogical agents (PAs) external regulators learners’ cognitive metacognitive strategy use. Third, highlight measuring cognitive, affective, metacognitive, motivational (CAMM) Additionally, unpack some challenges these pose designing real-time interventions Fourth, existing theoretical, methodological, analytical briefly discuss lessons learned open challenges.

Language: Английский

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Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 125, P. 104055 - 104055

Published: Feb. 8, 2023

This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of learning (SRL) explain their self-reported students' perceived promotion metacognition. One hundred eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between knowledge, self-efficacy, intrinsic interest value Teachers' own SRL skills mindsets about were indirectly related metacognition via self-efficacy value. provides new evidence importance dual profile for promoting

Language: Английский

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Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(4), P. 1328 - 1353

Published: March 22, 2024

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive in digital environments. This paper discusses a comparative study between generative AI‐based (SRLbot) rule‐based chatbots (Nemobot) 3‐week science experience with 74 Secondary 4 students Hong Kong. The experimental group used SRLbot maintain regular habit facilitate their SRL, while the control utilized chatbots. Results showed that effectively enhanced knowledge, behavioural engagement motivation. Quantile regression analysis indicated number of interactions significantly predicted variations SRL. Students appreciated personalized recommendations flexibility SRLbot, which adjusted responses based on specific SRL scenarios. ChatGPT‐enhanced instructional design reduced anxiety promoted performance, motivation sustained habits. Students' feedback challenges, psychological support self‐regulation behaviours provided insights into progress this technology. SRLbot's adaptability approach distinguished it from findings offer valuable evidence for developers educators consider settings chatbot design, facilitating greater success online learning. Practitioner notes What is already known about topic student across subjects. has identified as an important aspect can be through technological support. Generative like ChatGPT shown potential enhancing by providing guidance feedback. adds reports case specifically examines effectiveness promoting among secondary students. provides enhance compared chatbot. offers how tool Implications practice and/or policy suggest should other Educators aware limitations ensure they are appropriately generate desired responses. It also equip teachers competencies enable them use teaching.

Language: Английский

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A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes

Educational Psychologist, Journal Year: 2021, Volume and Issue: 56(4), P. 298 - 311

Published: Oct. 2, 2021

To address teachers' difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well students' learning, a conceptual framework practical model development is proposed that can help bridge theory, practice, research on SRL. Expanding prior dual frameworks differentiate own SRL from teaching (SRT), the "triple SRL–SRT processes" also distinguishes teacher-focused student-focused aspects of SRT. Specifically, three types self-regulation are proposed: (1) teachers self-regulate learners (SRL); (2) (teacher-focused SRT); (3) activate (student-focused SRT). support using this framework, spiral development, supported by preliminary showing positive effects achievement, proposed. Conceptual contributions implications discussed.

Language: Английский

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On the promise of personalized learning for educational equity

npj Science of Learning, Journal Year: 2023, Volume and Issue: 8(1)

Published: Aug. 4, 2023

Abstract Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face challenge organizing instruction providing equal opportunities for students diverse needs. have traditionally managed student heterogeneity by sorting both within schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely technological advances, there been calls embrace students’ differences in classroom personalize learning experiences. A central justification personalized is its potential improve educational equity. this paper, we discuss whether under which conditions can indeed equity K-12 education bringing together theoretical insights different fields, including sciences, philosophy, psychology, sociology. We distinguish conceptions argue unlikely result “equality outcomes” and, definition, does not provide inputs”. if implemented high-quality way, line “adequacy” notions equity, aim equip all basic competencies participate society as active members live meaningful lives.

Language: Английский

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Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(2)

Published: March 27, 2023

Abstract Desirable difficulties are learning conditions that often experienced as effortful, but have a positive effect on results and transfer of knowledge skills (Bjork & Bjork, 2011; 1994). Learners do not appreciate the beneficial effects desirable difficulties, negative experiences high effort perceived low make them resistant to engage in (Biwer et al., 2020a). This ultimately limits outcomes academic achievement. With increasing emphasis self-regulation education, characterized by higher learner agency abundant choices what, when, how study, field educational psychology is need theoretical empirically testable assumptions improve desirably difficult with aim foster abilities, outcomes, Here, we present framework describes support when engaging difficulties: “Start Stick Difficulties (S2D2)” framework. The builds Effort Monitoring Regulation model (de Bruin 2020). this (1) describe evidence for central role (dis)engagement (2) review on, provide an agenda research learners’ self-regulated use help start persist feels tough, actually effective.

Language: Английский

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Domain-specific self-regulated learning interventions for elementary school students

Learning and Instruction, Journal Year: 2023, Volume and Issue: 88, P. 101810 - 101810

Published: July 27, 2023

Self-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need research on teacher-led self-regulated interventions embedded in regular classroom instructions escalated steadily. We aimed to investigate interventions' effectiveness led by teachers applicable three primary subjects (i.e., writing, mathematics, reading) based Zimmerman's cyclical model of learning. 214 Korean upper elementary school students participated a series intervention studies (nStudy1 = 70, nStudy2 69, nStudy3 75). Trained homeroom implemented the interventions—incorporating explicit about domain-specific strategies writing (Study 1), mathematics 2), reading 3)—in classrooms. Participants were assigned one groups: instruction (REG), strategy (STR), within framework eight-phase (STR + SRL). Synthesized results revealed STR SRL group used more strategies, performed better achievement tests, was less distracted task-irrelevant thoughts than REG groups. Our are compatible with multiple can guide prompt self-regulatory processes Current findings also reiterate importance teachers' role research-based increase ecological validity applicability. shed light potential mechanism underlies relationship between enhanced motivational cognitive outcomes.

Language: Английский

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Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(1)

Published: Feb. 28, 2023

Abstract Advancing learners’ agency is a key educational goal. The advent of personalized EdTech, which automatically tailor learning environments to individual learners, gives renewed relevance the topic. EdTech researchers and practitioners are confronted with same basic question: What right amount give learners during their interactions EdTech? This question even more relevant for younger learners. Our aim in this paper twofold: First, we outline synthesize ways conceptualized three disciplines (philosophy, education, psychology). We show that there different types levels various prerequisites effective exercise these undergo developmental change. Second, provide guiding principles how can be designed children. propose an personalization loop level provided by assigned adaptive manner strike balance between allowing children freely choose content assigning optimal them. Finally, highlight some examples from practice.

Language: Английский

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Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 127, P. 104093 - 104093

Published: March 17, 2023

Motivation is a key component of teachers' professional competences in promoting students' self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations interactions expectancies, values costs metacognition. Two hundred eighty teachers participated this cross-sectional study. Latent structural regression interaction analyses indicate that expectancies are positively related promotion Mixed results were found for effects. highlights importance considering metacognition research.

Language: Английский

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Teachers as creative agents: How self-beliefs and self-regulation drive teachers’ creative activity

Contemporary Educational Psychology, Journal Year: 2024, Volume and Issue: 77, P. 102267 - 102267

Published: Feb. 15, 2024

Language: Английский

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