Developing Learning by Teaching Environments that support Self-Regulated Learning Gautam Biswas, Krittaya Leelawong, Kadira Belynne, Karun Viswanath, Daniel Schwartz, and Joan Davis Dept. of EECS & ISIS, Box 1824 Sta B, Vanderbilt University School of Education, Stanford University 2004 International Conference on Intelligent Tutoring Systems 2004

Outline ► Introduction ► Learning by Teaching: previous work ► A new approach: Betty ’ s Brain ► A computational architecture for Betty ’ s Brain ► Experiments ► Conclusion

Introduction ► Intelligent Tutoring System  Curriculum sequencing  Intelligent analysis of student ’ s solutions  Interactive problem   Do not set learning goals and to apply strategies ► The learning process must help students   Constructivist learning   Exploratory learning   metacognitive strategies

Introduction ► ► Learning-by-teaching is an open-ended and self- directed activity   Exploratory and constructivist learning   Good learners bring structure to a domain by asking the right questions   Good teachers build on the learners ’ knowledge to organize information ► Learning by teaching paradigm  Students teach computer agents

Learning by Teaching: previous work ► Limitation   knowledge structures is difficult to uncover, analyze, and learn   outcome feedback is less effective than cognitive feedback ► ► On the positive   increased motivation ► ► suggestion   use metacognitive strategies to promote learning

A new approach: Betty ’ s Brain ► Structure of the learner-as-teacher ► Embody 4 principles of design   Teach through visual representations that organize the reasoning structures   well-known teaching interactions to organize student activity   The agents have independent performances that provide feedback on how well they have been taught   Low start-up costs of teaching the agent

A new approach: Betty ’ s Brain

► Four agents   the teachable agent, Betty   the mentor agent, Mr. Davis   the student agent   the environment agent ► ► All agents interact through the Environment Agent ► ► Each agent only contacts to the Environment Agent

A new approach: Betty ’ s Brain ► Scaffold  Well-organized online resources  Structured quiz questions ► Feedback  Provide hints on how to know and how to teach

A new approach: Betty ’ s Brain ► When a student begins teaching  Set goal on what to teach  Gain the relevant knowledge ► Mentor  Seek further information ► Betty  Quizzes  Report

A computational architecture for Betty ’ s ► ► Each agent has a Monitor, Decision Maker, Memory, and an Executive

Experiments ► 3 equal groups of 15 students  Pretest with 12 question  Six 45-minutes sessions over a period of 3 weeks  Posttest with 12 question was the same as pretest ► seven weeks later  A memory test  A preparation for future learning transfer test

Experiments

Experiments

Experiments

Experiments

Conclusion ► SRL in understanding and transfer perform good