How teachable agents influence students’ responses to critical constructive feedback
(2021) In Journal of Research on Technology in Education 53(1). p.67-88- 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.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/cb6208e2-2bee-4e5e-80ac-e657ea03e9b6
- author
- Silvervarg, Annika ; Wolf, Rachel ; Blair, Kristen Pilner ; Haake, Magnus LU and Gulz, Agneta LU
- organization
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- choice, Critical constructive feedback, game, learning, low- and high-achieving students, teachable agent
- in
- Journal of Research on Technology in Education
- volume
- 53
- issue
- 1
- pages
- 67 - 88
- 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
- 2022-04-19 00:07:56
@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}}, keywords = {{choice; Critical constructive feedback; game; learning; low- and high-achieving students; teachable agent}}, language = {{eng}}, number = {{1}}, pages = {{67--88}}, 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}}, volume = {{53}}, year = {{2021}}, }