GPTalk
LLM-based virtual companions for metacognitive growth in self-regulated e-learning
Bibliographic Data
Although students need to self-monitor and manage their learning process for effective metacognition, it can be particularly challenging in solitary e-learning environments that rely on pre-recorded videos. Unlike interactive e-learning or physical classrooms, typical e-learning environments prevent students from interacting with their teachers and peers, thereby hindering metacognitive support. To address this challenge, we introduce GPTalk, a system designed to support students’ learning experiences by facilitating interactions with LLM-based virtual companions. Through interviews with students and teachers, we identified design recommendations and implemented them in GPTalk. A user study involving 32 high-school students demonstrated that, compared to a baseline system, GPTalk fostered richer metacognitive engagement and self-regulated learning processes during video-based study (e.g., more monitoring questions and in-situ reflections), while short-term content understanding accuracy remained comparable across conditions. Overall, our findings suggest that students’ interactions with a virtual teacher and peer can support key aspects of their metacognition and self-regulated e-learning processes
Educational technology · Formative assessment · Metacognition · Peer learning · Task Analysis · Virtual learning environment · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Visual and Cognitive Learning Processes
Personal Learning Environments, social media, and self-regulated learning
How to measure metacognition
Metacognitive theories
Tools for Scaffolding Students in a Complex Learning Environment
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Assessing Metacognitive Awareness
The Use of Immersive Virtual Reality in the Learning Sciences
Accuracy of metacognitive monitoring affects learning of texts.
Interacting with educational chatbots
Metamemory
A social cognitive view of self-regulated academic learning.
Beyond Cold Conceptual Change
Socially shared regulation of learning and participation in social interaction in collaborative learning
Using chatbots to support student goal setting and social presence in fully online activities
Becoming a self-regulated learner
A short form of the metacognitions questionnaire
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education
A Review of Self-regulated Learning
Assessment and Classroom Learning
Interactive Peer Instruction Method Applied to Classroom Environments Considering a Learning Engineering Approach to Innovate the Teaching–Learning Process
Understanding the user experience of customer service chatbots
Human‐ AI collaboration
Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments
Metacognition and cognitive monitoring
The Power of Feedback
A General Inductive Approach for Analyzing Qualitative Evaluation Data
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
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