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Effects of adaptive training on metacognitive knowledge monitoring ability in computer-based learning

机译：适应性训练对计算机学习中元认知知识监控能力的影响

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摘要

An experimental study was conducted with 8th grade students (N = 41), ranging from 13 to 14 years old, whereby they solved first-degree equations using a step-based intelligent tutoring system. The aim of the study is to assess the training of the metacognitive knowledge monitoring ability carried out by an animated pedagogical agent integrated into the tutoring system. Students from the experimental group received metacognitive instructions from the agent, as well as some hints and feedback, whereas those from the control group received only hint-messages and feedback. Pretest and posttest sessions were carried out in order to collect the metacognitive knowledge monitoring ability indexes, as well as the students' performance grades for first degree equations solving. The results indicated that students who received metacognitive instruction presented greater improvement on metacognitive knowledge monitoring ability indexes. The study also monitored students' performance in solving equations during experimental sessions and found that those who received metacognitive instructions completed more equations correctly. This paper also discusses the implications of the results for the theory of metacognitive knowledge monitoring ability.
机译：对年龄在13到14岁之间的8年级学生（N = 41）进行了实验研究，他们使用基于步骤的智能辅导系统求解了一级方程。该研究的目的是评估由整合到补习系统中的动画教学代理对元认知知识监控能力的训练。实验组的学生从代理那里获得元认知指导，以及一些提示和反馈，而对照组的学生仅收到提示消息和反馈。为了收集元认知知识监控能力指标以及学生对一级方程式求解的成绩等级，进行了前测和后测。结果表明，接受元认知指导的学生在元认知知识监控能力指标上有较大的提高。该研究还监测了学生在实验过程中解决方程组的表现，发现接受元认知指导的学生正确地完成了更多的方程组。本文还讨论了结果对元认知知识监控能力理论的意义。

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