1. Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments Biswas, G., Leelawong, K. and Belynne, K. The twenty sixth Annual Meeting of the Cognitive Science Society, 2004

2. Outline Introduction Implementing Learning by Teaching Systems A Prior Study without a Self-Regulation Mentor Self-Regulated Learning and Betty’s Brain A Study of the Added-Value of Self-Regulation Experimental Procedure Conclusions

3. Introduction Intelligent tutoring system Problem-Driven Selects problems for the user to solve Does not always help students practice higher-order cognitive skills especially in complex domains Create a environment where students teach computer agents

4. Introduction Teaching others is a powerful way to learn Reciprocal teaching Peer-Assisted tutoring Small-Group interaction Teach others to take a quiz on a passage learned better than those who prepared to take the quiz themselves Teachers can receive questions and feedback from students

5. Introduction Learning-by-teaching can initially seem inefficient need to learn the right way to teach Long-term benefits Evaluate not only how well students learn Students are usually novices domain content teachable agent teaching tasks Mentor agent

6. Implementing Learning by Teaching Systems

7. Queries If increases (decreases) what happens to ? Tell me all you know about. An increase in algae will cause fish to increase Explanations for how Betty derives her answers Text, animation, and speech

8. Implementing Learning by Teaching Systems The system also includes sets of teacher-generated quiz questions Students can see how Betty take the quiz

9. A Prior Study without a Self- Regulation Mentor An experiment 50 fifth grade students From a science class In southeastern US city 4 group Quiz Query Neither query nor quiz the agent both query and quiz

10. A Prior Study without a Self- Regulation Mentor Students were given instructions on how to use the system They used the software for 3 one-hour sessions Query feature would help students debug their own thinking Quiz feedback they received about her answers to produce more accurate concept maps Students who used the query and quiz mechanisms understood causal relations better than the students who did not

11. Self-Regulated Learning and Betty’s Brain Provide scaffolds and feedback mechanisms to help students overcome their initial difficulties in learning Scaffolds Improvements in the online resources available Redesigned the quiz so that the questions would support users in systematically Makes Betty more reactive to what she was being taught

12. Self-Regulated Learning and Betty’s Brain Self-Regulated learning skills Setting and planning, Seeking and organizing information Keeping records and monitoring Self-Evaluation Betty forced the student to conform to the self- regulation strategies

13. Self-Regulated Learning and Betty’s Brain Teach phase Betty makes suggestions that students set goals about what to teach Students make efforts to gain the relevant knowledge Students ask Betty questions (querying) Students get Betty to take quizzes

14. A Study of the Added-Value of Self- Regulation Compare with Learning by teaching Intelligent tutoring system Identical resources The same query and quiz

15. Experimental Procedure A fifth grade classroom was divided into three equal groups of 15 students Pretest with twelve questions Five 45-minute sessions over a period of three weeks Access to the online resources

16. Experimental Procedure

18. Conclusions The SRL group outperformed than other two The system facilitate students’ learning about the concept