Learning by Teaching a Synthetic Peer: Investigating the effect of tutor scaffolding for tutor learning

通过教学综合同伴来学习：研究导师支架对导师学习的影响

• 批准号: 1252440
• 负责人: Noboru Matsuda
• 金额: $ 148.73万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1252440&HistoricalAwards=false
• 关键词: Learning; Teaching; Synthetic; Peer; Investigating

This project focusses on equation solving in Algebra I for seventh and eighth grade students. This research extends research on an on-going project on developing an on-line, game-like learning environment called APLUS (Artificial Peer Learning environment Using SimStudent) in which students learn by teaching a synthetic peer called SimStudent. Learning by teaching is an exciting and innovative approach to learning and instruction that is often reported to be effective in classroom trials. However, little is known about the underlying cognitive and social theory on how and when students learn by teaching. Although some studies have shown a potential for scale learning by teaching through implementation in technology, very little is known about the transformative theory to successfully implement learning by teaching. To address this issue, the researchers build on their current work to further develop the theory of learning by teaching and to understand how best to achieve the theory development through advanced technology support. The researchers also investigate the similarities and differences between learning by teaching and learning by being tutored to better engineer effective advanced learning technology. In particular, the researchers propose to improve the effectiveness of APLUS by providing adaptive scaffolding for students to teach SimStudent correctly and appropriately. The researchers also propose to collect detailed process data that show fine-grained interactions between the student and SimStudent in addition to outcome data, which are test scores. By combining the process and outcome data, the researchers will explore the cognitive and social theory of learning by teaching. The researchers hypothesize that providing help on how to solve problems (cognitive help) and how to tutor (metacognitive help) will facilitate tutor learning. They also conjecture that the interaction between cognitive and metacognitive help will yield a rich learning environment that, in combination with the unique characteristics of learning by teaching, will be more effective than learning by being tutored. The following research questions will be addressed: Q1: Does cognitive help facilitate tutor learning? If so, how and why? Q2: Does metacognitive help facilitate tutor learning? If so, how and why?Q3: Is learning by teaching with the meta-tutor assistance better than learning by being tutored? Learning by teaching has been widely recognized to be effective for academically challenging populations, including African American students and underprivileged students. Therefore, the proposed intervention, if proven to be effective, would contribute to the development of effective STEM learning support system for all students regardless of their race/ethnicity, gender, socioeconomic status, or geographical locale in contemporary US classrooms. Since the entire proposed technology would run as a web-based application, the software products will be distributed widely and rapidly. The study data will be shared through the opendata repository, DataShop, under the direct supervision of the Pittsburgh Science of Learning Center. Thus, the research effort will contribute to the general learning research community by providing that community opportunities to conduct secondary data analyses.

该项目的重点是代数I的方程式求解，为七年级和八年级的学生而言。这项研究扩展了对正在进行的一个正在进行的项目的研究，以开发在线，类似游戏的学习环境，称为APLUS（使用SimStudent的人造同伴学习环境），其中学生通过教授称为SimStudent的合成同伴来学习。通过教学学习是一种令人兴奋和创新的学习和教学方法，通常据报道在课堂试验中有效。但是，关于学生如何以及何时通过教学学习的基本认知和社会理论知之甚少。尽管一些研究表明，通过在技术中实施教学，对规模学习的潜力很少，但对通过教学成功实施学习的变革理论知之甚少。为了解决这个问题，研究人员在他们当前的工作基础上，通过教学进一步发展学习理论，并了解如何通过先进的技术支持最好地实现理论发展。研究人员还通过辅导来改善工程师有效的高级学习技术来研究通过教学和学习之间的相似性和差异。特别是，研究人员建议通过提供适应性的脚手架来提高APLU的有效性，以供学生正确，适当地教学。研究人员还建议收集详细的过程数据，除结果数据是测试分数外，还显示了学生与类似物之间的细粒度相互作用。通过结合过程和结果数据，研究人员将通过教学探索学习的认知和社会理论。研究人员假设提供有关如何解决问题的帮助（认知帮助）以及如何辅导（元认知帮助）将有助于导师学习。他们还猜想，认知和元认知帮助之间的相互作用将产生丰富的学习环境，结合通过教学的教学的独特特征，比通过辅导更有效。将解决以下研究问题：Q1：认知帮助是否有助于导师学习？如果是这样，如何以及为什么？问题2：元认知有助于促进老师学习吗？如果是这样，如何以及为什么？Q3：通过与Meta Tutor帮助教学相比，通过辅助学习更好吗？通过教学学习已被广​​泛认为对包括非裔美国学生和贫困学生在内的学术挑战性人群有效。因此，拟议的干预措施（如果被证明是有效的话）将有助于为所有学生开发有效的STEM学习支持系统，无论其种族/种族，性别，社会经济地位或在美国当代教室中的地理位置。由于整个提出的技术将作为基于Web的应用程序运行，因此软件产品将被广泛分发。研究数据将在匹兹堡学习中心科学的直接监督下通过DataShop的Opendata存储库共享。因此，研究工作将通过提供社区进行次要数据分析的机会来为一般学习研究社区做出贡献。