From Learning Companions to Testing Companions Experience with a Teachable Agent Motivates Students' Performance on Summative Tests
Author
Summary, in English
In three quasi-experimental studies, we investigated the effects of placing a Teachable Agent (TA) from a math game in a digital summative test. We hypothesized that the TA would affect test performance, even without actual "teachability", by social influence on the test situation. In Study 1 (N=47), students did a pretest, played the math game for seven weeks, and did a posttest either with or without the TA. In Study 2 (N=62), students did not play the game but were introduced to a TA directly in the posttest. In Study 3 (N=165), the game included a social chat with the TA, and the posttest offered a choice of more difficult questions. Results showed significant effects of the TA on choice and performance on conceptual math problems, though not on overall test scores. We conclude that experience with a TA can influence performance beyond interaction and informative feedback.
Department/s
Publishing year
2015
Language
English
Pages
459-469
Publication/Series
Lecture Notes in Computer Science
Volume
9112
Document type
Conference paper
Publisher
Springer
Topic
- Interaction Technologies
Keywords
- Learning-by-teaching
- Teachable agents
- TA
- Assessment
- Summative test
- Social influence
- Test performance
Conference name
17th International Conference on Artificial Intelligence in Education (AIED)
Conference date
2015-06-22 - 2015-06-26
Conference place
Univ Natl Educac Distancia, Madrid, Spain
Status
Published
Project
- Seeing and Talking Maths in Games
ISBN/ISSN/Other
- ISSN: 0302-9743
- ISSN: 1611-3349