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How teachable agents influence students’ responses to critical constructive feedback

Silvervarg, Annika ; Wolf, Rachel ; Blair, Kristen Pilner ; Haake, Magnus LU and Gulz, Agneta LU (2020) In Journal of Research on Technology in Education
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.

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author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
choice, Critical constructive feedback, game, learning, low- and high-achieving students, teachable agent
in
Journal of Research on Technology in Education
publisher
Taylor & Francis
external identifiers
  • scopus:85088958289
ISSN
1539-1523
DOI
10.1080/15391523.2020.1784812
language
English
LU publication?
yes
id
cb6208e2-2bee-4e5e-80ac-e657ea03e9b6
date added to LUP
2020-08-13 14:07:07
date last changed
2020-08-19 08:50:51
@article{cb6208e2-2bee-4e5e-80ac-e657ea03e9b6,
  abstract     = {<p>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.</p>},
  author       = {Silvervarg, Annika and Wolf, Rachel and Blair, Kristen Pilner and Haake, Magnus and Gulz, Agneta},
  issn         = {1539-1523},
  language     = {eng},
  month        = {08},
  publisher    = {Taylor & Francis},
  series       = {Journal of Research on Technology in Education},
  title        = {How teachable agents influence students’ responses to critical constructive feedback},
  url          = {http://dx.doi.org/10.1080/15391523.2020.1784812},
  doi          = {10.1080/15391523.2020.1784812},
  year         = {2020},
}