Abstract
Tutoring has proven to be a successful scaffolding technique for teaching pre-determined domain-specific skills (e.g., Cohen, Kulik, & Kulik, 1982). However, ideally, students should be able to regulate their learning process themselves. Therefore, we investigate if tutoring also supports the acquisition of self-regulated learning skills. In a first study, we investigated which problems students encounter when acquiring self-regulated learning skills without guidance. Second, we tried to address these problems with an electronic tutoring system. In this system, a pedagogical agent gave students feedback and advice. Three different types of advice and feedback were tested.
Original language | English |
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Publication status | Unpublished - 2016 |
Event | AERA 2016 - Washington D.C., United States Duration: 8 Apr 2016 → 12 Apr 2016 |
Conference
Conference | AERA 2016 |
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Country/Territory | United States |
City | Washington D.C. |
Period | 8/04/16 → 12/04/16 |