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Design of agent tutee’s question prompts to engage student’s role-playing as tutor in a learning-by-teaching agent environment
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Paper presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, Utrecht, The Netherlands, June 23-28, 2008
A learning-by-teaching environment can be used to create a context in which the
student can play the role of tutor teaching the agent tutee. Without meaningful feedback from
the agent, there is no reason to expect much student’s engagement with the teaching
interaction and growth in learning. This study tries to investigate the design of agent tutee’s
question prompts that can engage the student’s role-playing as tutor and thereby stimulate
reflective knowledge-building in a learning-by-teaching agent environment, Betty’s Brain. A
pilot study that compares question prompts with self-reflection prompts within the agent
environment is undertaken. Question prompts are more specific and concrete questions related
to the tutor’s teaching and in which the student tutor needs to respond. Self-reflection prompts
are more general prompts to stimulate self-reflection. The result gives us some preliminary
evidence that the question prompts support on role-playing can be positive in enhancing
student’s learning when pursing learning-by-teaching activities.
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