Extended interactions with a pedagogical agent (PA) assisting students to enact cognitive and metacognitive self-regulated processes requires the system to adapt the types and frequency of scaffolding. We compared learners’ perception of PAs’ prompts with MetaTutor, a hypermedia adaptive learning environment, with 40 undergraduates randomly assigned to one of three condi- tions: non-adaptive prompting (NP), frequency-based adaptive prompting (FP) and frequency and quality-based adaptive prompting (FQP). Results indicate learners are unable to reliably perceive differences in the number of prompts re- ceived, though these differences are reflected in positive outcomes in terms of SRL processes enacted and learning gains, and negative outcomes in terms of self-reported satisfaction. Preliminary results indicated that more frequent, but adaptive prompting is an efficient scaffolding strategy, despite negatively im- pacting learners’ satisfaction.
CITATION STYLE
Nagao, K. (2019). Artificial Intelligence in Education. In Artificial Intelligence Accelerates Human Learning (pp. 1–17). Springer Singapore. https://doi.org/10.1007/978-981-13-6175-3_1
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