How Do Pedagogical Agents Impact How Students Deploy Self-Regulated Learning Strategies During Learning With Hypermedia?

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-5 - Self-Regulation in Diverse Contexts

Abstract

Self-Regulated Learning (SRL) is investigated in Computer-Based Learning Environments (CBLEs). Studies found that students do not self-regulate their learning optimally, which led to the use of Pedagogical Agents (PAs). 149 undergraduates were randomly assigned to one of two conditions to use MetaTutor. Results indicated that when students were provided prompts and feedback from the PAs, they obtained significantly higher mean sub-goal quiz scores, significantly higher page relevancy ratios, and significantly lower irrelevancy ratios, compared to students who were not. Mean sub-goal quiz score significantly predicted post-test score, while irrelevancy ratio did not. We should expand models of Externally Regulated Learning (ERL) and converge trace and performance data to understand the role of cognitive and metacognitive SRL processes during learning.

Authors

• Michelle Taub, North Carolina State University

• Roger Azevedo, North Carolina State University

• Gina Kabat, North Carolina State University

• Seth A. Martin, North Carolina State University

• Sadie Lisk, North Carolina State University

• Nicholas Vincent Mudrick, North Carolina State University