Paper Info
Title
Tell Me How to Teach, I'll Learn How to Solve Problems.
Abstract
In this paper we study the effect of adaptive scaffolding to learning by teaching. We hypothesize that learning by teaching is facilitated if 1 students receive adaptive scaffolding on how to teach and how to prepare for teaching the metacognitive hypothesis, 2 students receive adaptive scaffolding on how to solve problems the cognitive hypothesis, or 3 both the hybrid hypothesis. We conducted a classroom study to test these hypotheses in the context of learning to solve equations by teaching a synthetic peer, SimStudent. The results show that the metacognitive scaffolding facilitated tutor learning regardless of the presence of the cognitive scaffolding, whereas cognitive scaffolding had virtually no effect. The same pattern was confirmed by two additional datasets collected from two previous school studies we conducted.
Year
DOI
Venue
2016
10.1007/978-3-319-39583-8_11
ITS
Keywords
Field
DocType
Teachable agent, Learning by teaching, Algebra, Adaptive scaffolding, SimStudent
TUTOR,Computer science,Knowledge management,Metacognition,Pedagogy,Mathematics education,Cognition,Adaptive learning,Learning by teaching
Conference
Volume
ISSN
Citations 
9684
0302-9743
2
PageRank 
References 
Authors
0.42
4
6
Name
Order
Citations
PageRank
Noboru Matsuda120023.45
N. Barbalios291.89
Zhengzheng Zhao320.42
Anya Ramamurthy420.42
Gabriel Stylianides5586.73
Kenneth R. Koedinger63551403.07