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Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents

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Author

Editor

  • Gautam Biswas
  • Susan Bull

Summary, in English

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.

Department/s

Publishing year

2011

Language

English

Pages

337-344

Publication/Series

AIED 2011 LNAI 6738

Document type

Conference paper

Publisher

Springer

Topic

  • Learning
  • Psychology (excluding Applied Psychology)

Keywords

  • learning-by-teaching
  • teachable agent
  • assessment
  • transfer

Conference name

The 15th International Conference on Artificial Intelligence in Education

Conference date

2011-06-27 - 2011-07-02

Conference place

Auckland, New Zealand

Status

Published

Project

  • Thinking in Time: Cognition, Communication and Learning