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Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents

Sjödén, Björn LU ; Tärning, Betty LU ; Pareto, Lena and Gulz, Agneta LU (2011) The 15th International Conference on Artificial Intelligence in Education p.337-344
Abstract
The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more... (More)
The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation. (Less)
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author
; ; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
learning-by-teaching, teachable agent, assessment, transfer
host publication
AIED 2011 LNAI 6738
editor
Biswas, Gautam and Bull, Susan
pages
8 pages
publisher
Springer
conference name
The 15th International Conference on Artificial Intelligence in Education
conference location
Auckland, New Zealand
conference dates
2011-06-27 - 2011-07-02
external identifiers
  • scopus:79959314376
project
Thinking in Time: Cognition, Communication and Learning
language
English
LU publication?
yes
id
66155dd7-fb47-4b2c-a02e-1e4a92098f86 (old id 1897774)
date added to LUP
2016-04-04 11:46:49
date last changed
2025-04-04 14:47:21
@inproceedings{66155dd7-fb47-4b2c-a02e-1e4a92098f86,
  abstract     = {{The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation.}},
  author       = {{Sjödén, Björn and Tärning, Betty and Pareto, Lena and Gulz, Agneta}},
  booktitle    = {{AIED 2011 LNAI 6738}},
  editor       = {{Biswas, Gautam and Bull, Susan}},
  keywords     = {{learning-by-teaching; teachable agent; assessment; transfer}},
  language     = {{eng}},
  pages        = {{337--344}},
  publisher    = {{Springer}},
  title        = {{Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents}},
  year         = {{2011}},
}