How teachable agents influence students’ responses to critical constructive feedback

Bibliographic Data

ID21744274
AuthorsAnnika Silvervarg (0000-0001-6997-3917, Linköping University), R C Wolf (Stanford University), Rachel Wolf (Stanford University), Kristen P Blair (0000-0001-8676-2230, Stanford University), Magnus Haake (0000-0003-1129-4094, Lund University), Agneta Gulz (0000-0003-3691-8756, Linköping University, corresponding author)
Year2021
Volume53
Issue1
Pages67-88
Publication date2021-01-02
Open AccessYes
TypeARTICLE
VenueJournal of Research on Technology in Education (JOURNAL)
Journal identifiersISSN: 1539-1523 • E-ISSN: 1945-0818
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2020.1784812
OpenAlexW3047380856
LanguageEN
Citations received9
References cited31

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

Constructive · Mathematics education · Neglect · Teachable moment · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Mathematics · Online Learning and Analytics · Psychology

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Open DOIOpen Access