The role of an open learner model and immediate feedback on metacognitive calibration in MetaTutor

Abstract : We investigated the calibration of learners’ metacognitive judgments, content page visitation, and study time allocation in the context of learning about the human circulatory system with MetaTutor, a multi-agent hypermedia learning environment. Our participants were 100 college students. Both pedagogical agent (PA) and an open learner model (OLM) were used to provide metacognitive judgment feedback to participants. The results indicated that immediate feedback led to significantly lower over- and underconfidence in participants’ metacognitive judgments and more frequent and longer duration visitations of pages relevant to their current learning sub-goal. The OLM acted as an immediate feedback mechanism for participants who didn’t receive PA’s feedback. All participants achieved significantly higher learning out comes pre-to-posttest, with no difference between with-feedback and no-feedback conditions.
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Conference papers
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https://hal.archives-ouvertes.fr/hal-01340594
Contributor : Lip6 Publications <>
Submitted on : Friday, July 1, 2016 - 1:33:27 PM
Last modification on : Tuesday, May 14, 2019 - 10:55:42 AM

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  • HAL Id : hal-01340594, version 1

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Reza Feyzi-Behnagh, Roger Azevedo, François Bouchet, Yan Tian. The role of an open learner model and immediate feedback on metacognitive calibration in MetaTutor. The 2016 Annual meeting of the American Educational Research Association, Apr 2016, Washington, DC, United States. ⟨hal-01340594⟩

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