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Boosting learning-by-teaching in virtual tutoring |
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| Affiliation: | 1. MTA SZTAKI, Kende u. 13-17, 1111 Budapest, Hungary;2. University of Westminster, 115 New Cavendish Street, London W1W 6UW, United Kingdom;1. Department of Education, Communication and Learning, University of Gothenburg Box 300, 405 30 Gothenburg, Sweden;2. Department of Biodiversity and Environmental Sciences, The Sven Loven Centre for Marine Sciences – Kristineberg, University of Gothenburg, 45178 Fiskebackskil, Sweden;3. Monterey Bay Aquarium Research Institute, 7700 Sandholdt Rd. Moss Landing, 95039 California, USA;4. Department of Applied Information Technology, Chalmers University of Technology University of Gothenburg, 412 96 Göteborg, Sweden;1. School of Education, University of New South Wales, Australia;2. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;1. Magellan, IAE Lyon, Université Jean Moulin Lyon 3, 6 cours Albert Thomas BP 8242, 69355 Lyon Cedex 08, France;2. LIRIS, UMR52, France;3. Distance Learning University Switzerland, Techno-Pôle 5, Case postale 218, CH3960 Sierre & TECFA, FAPSE, University of Geneva, 40 Bd. du Pont d''Arve, CH1205 Genève, Switzerland;4. University of Nantes, LINA – UMR 6241 CNRS, Rue Christian Pauc, BP50609, 44306 Nantes Cedex 3, France;5. Université de Toulon, I3M, Campus Porte d''Italie, 70 Avenue Devoucoux, 83000 Toulon, France;1. School of Education, Durham University, Durham, UK;2. School of Education, Queen''s University, Belfast, UK;3. College of Education, Michigan State University, USA |
| Abstract: | Research has shown that students tend to engage in quality learning when they are asked to teach (i.e., learning-by-teaching). In this study, a web-based tutoring environment has been developed to enhance the learning of college students by their teaching others: the Virtual Tutee System (VTS). In the VTS, students take the role of tutor and teach a virtual character about what they learn from readings. The design of the VTS has been refined through several iterations of formative evaluation. The current study explored whether the recent improvements made in the VTS augmented the learning-by-teaching effects. The VTS was evaluated with regard to its' effects on students' reading engagement and reading performance. Results indicated that students were behaviorally and cognitively engaged in reading with use of the VTS. Also, the study found a significant improvement in students' emotional engagement in reading after using the VTS. Limited support was found for enhancement of reading performance with repeated use of the VTS. Implications of the study findings are discussed, and suggestions for future research are provided. |
| Keywords: | Interactive learning environments Learning-by-teaching Virtual tutoring Virtual tutee system Reading engagement VTS"} {"#name":"keyword" "$":{"id":"kwrd0040"} "$$":[{"#name":"text" "_":"virtual tutee system CASA"} {"#name":"keyword" "$":{"id":"kwrd0050"} "$$":[{"#name":"text" "_":"computers-are-social-actors TA"} {"#name":"keyword" "$":{"id":"kwrd0060"} "$$":[{"#name":"text" "_":"teachable agent MARSI"} {"#name":"keyword" "$":{"id":"kwrd0070"} "$$":[{"#name":"text" "_":"metacognitive awareness of reading strategies inventory AEQ"} {"#name":"keyword" "$":{"id":"kwrd0080"} "$$":[{"#name":"text" "_":"achievement emotions questionnaire |
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