Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent
There is an increasing interest in the ways pedagogical agents can provide cognitive, emotional, and metacognitive support to students. Moreover, several research studies have proposed various approaches for cultivating students’ reflective learning. A variety of research has also been conducted int...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2020-04-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/23_2#h.wisw0jsimi93 |
| _version_ | 1811307802738556928 |
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| author | Thanasis Daradoumis Marta Arguedas |
| author_facet | Thanasis Daradoumis Marta Arguedas |
| author_sort | Thanasis Daradoumis |
| collection | DOAJ |
| description | There is an increasing interest in the ways pedagogical agents can provide cognitive, emotional, and metacognitive support to students. Moreover, several research studies have proposed various approaches for cultivating students’ reflective learning. A variety of research has also been conducted into interrelations between metacognition and affective processes. However, very few studies have examined the effect of emotional feedback provided by a virtual Affective Pedagogical Tutor (APT) on students’ self-reflection during a metacognitive learning activity. An experimental research design was used in a study aimed at measuring the extent to which an APT’s affective feedback managed to enhance students’ self-reflection about what and how they had learned. Participants were a sample of 45 fourth-year high school students, who were divided into experimental and control groups (APT vs. human tutor) in a real online learning situation that involved metacognitive activities. A questionnaire was specifically designed to collect data from both groups. Our results showed that experimental group students achieved better scores in the self-reflection process, since the APT’s affective feedback significantly enhanced students’ conceptual change (what has changed with respect to their initial beliefs), as well as students’ personal growth and understanding (what led them to change their initial beliefs). They also indicated the affective competencies that the APT needs to have in order to achieve a conceptual and personal change in students. Finally, the limitations of our study and directions for future research are discussed. |
| first_indexed | 2024-04-13T09:10:48Z |
| format | Article |
| id | doaj.art-19d5d68ca7f648d1b952292f1bc73b88 |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-13T09:10:48Z |
| publishDate | 2020-04-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-19d5d68ca7f648d1b952292f1bc73b882022-12-22T02:52:53ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222020-04-012321931Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical AgentThanasis Daradoumis0Marta Arguedas1Faculty of Computer Science, Multimedia and Telecommunications, Open University of Catalonia, Spain // Department of Cultural Technology and Communication, University of Aegean, University Hill, Mytilini, GreeceFaculty of Computer Science, Multimedia and Telecommunications, Open University of Catalonia, SpainThere is an increasing interest in the ways pedagogical agents can provide cognitive, emotional, and metacognitive support to students. Moreover, several research studies have proposed various approaches for cultivating students’ reflective learning. A variety of research has also been conducted into interrelations between metacognition and affective processes. However, very few studies have examined the effect of emotional feedback provided by a virtual Affective Pedagogical Tutor (APT) on students’ self-reflection during a metacognitive learning activity. An experimental research design was used in a study aimed at measuring the extent to which an APT’s affective feedback managed to enhance students’ self-reflection about what and how they had learned. Participants were a sample of 45 fourth-year high school students, who were divided into experimental and control groups (APT vs. human tutor) in a real online learning situation that involved metacognitive activities. A questionnaire was specifically designed to collect data from both groups. Our results showed that experimental group students achieved better scores in the self-reflection process, since the APT’s affective feedback significantly enhanced students’ conceptual change (what has changed with respect to their initial beliefs), as well as students’ personal growth and understanding (what led them to change their initial beliefs). They also indicated the affective competencies that the APT needs to have in order to achieve a conceptual and personal change in students. Finally, the limitations of our study and directions for future research are discussed.https://www.j-ets.net/collection/published-issues/23_2#h.wisw0jsimi93reflective learningmetacognitive activitiesaffective tutorpedagogical agentaffective feedback |
| spellingShingle | Thanasis Daradoumis Marta Arguedas Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent Educational Technology & Society reflective learning metacognitive activities affective tutor pedagogical agent affective feedback |
| title | Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent |
| title_full | Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent |
| title_fullStr | Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent |
| title_full_unstemmed | Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent |
| title_short | Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent |
| title_sort | cultivating students reflective learning in metacognitive activities through an affective pedagogical agent |
| topic | reflective learning metacognitive activities affective tutor pedagogical agent affective feedback |
| url | https://www.j-ets.net/collection/published-issues/23_2#h.wisw0jsimi93 |
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