The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context - as provided by their TA - for performing well in a test situation. © 2011 Springer-Verlag Berlin Heidelberg.
CITATION STYLE
Sjödén, B., Tärning, B., Pareto, L., & Gulz, A. (2011). Transferring teaching to testing - An unexplored aspect of teachable agents. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6738 LNAI, pp. 337–344). https://doi.org/10.1007/978-3-642-21869-9_44
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