Promoting metacognitive awareness within a Game-Based intelligent tutoring system

Erica L. Snow; Danielle S. McNamara; Matthew E. Jacovina; Laura K. Allen; Amy M. Johnson; Cecile A. Perret; Jianmin Dai; G. Tanner Jackson; Aaron D. Likens; Devin G. Russell; Jennifer L. Weston

doi:10.1007/978-3-319-19773-9_116

Promoting metacognitive awareness within a Game-Based intelligent tutoring system

Erica L. Snow, Danielle S. McNamara, Matthew E. Jacovina, Laura K. Allen, Amy M. Johnson, Cecile A. Perret, Jianmin Dai, G. Tanner Jackson, Aaron D. Likens, Devin G. Russell, Jennifer L. Weston

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

6 Scopus citations

Abstract

Metacognitive awareness has been shown to be a critical skill for academic success. However, students often struggle to regulate this ability during learning tasks. The current study investigates how features designed to promote metacognitive awareness can be built into the game-based intelligent tutoring system (ITS) iSTART-2. College students (n=28) interacted with iSTART-2 for one hour, completing lesson videos and practice activities. If students’ performance fell below a minimum threshold during game-based practice, they received a pop-up that alerted them of their poor performance and were subsequently transitioned to a remedial activity. Results revealed that students’ scores in the system improved after they were transitioned (even when they did not complete the remedial activity). This suggests that the pop-up feature in iSTART-2 may indirectly promote metacognitive awareness, thus leading to increased performance. These results provide insight into the potential benefits of real-time feedback designed to promote metacognitive awareness within a game-based learning environment.

Original language	English (US)
Title of host publication	Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings
Editors	Cristina Conati, Neil Heffernan, Antonija Mitrovic, M. Felisa Verdejo
Publisher	Springer Verlag
Pages	786-789
Number of pages	4
ISBN (Print)	9783319197722
DOIs	https://doi.org/10.1007/978-3-319-19773-9_116
State	Published - 2015
Externally published	Yes
Event	17th International Conference on Artificial Intelligence in Education, AIED 2015 - Madrid, Spain Duration: Jun 22 2015 → Jun 26 2015

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	9112
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	17th International Conference on Artificial Intelligence in Education, AIED 2015
Country/Territory	Spain
City	Madrid
Period	6/22/15 → 6/26/15

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2015.

Keywords

Artificial intelligence
Educational technology design
Game-based learning
Metacognition

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Publisher link

10.1007/978-3-319-19773-9_116

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Cite this

Snow, E. L., McNamara, D. S., Jacovina, M. E., Allen, L. K., Johnson, A. M., Perret, C. A., Dai, J., Tanner Jackson, G., Likens, A. D., Russell, D. G., & Weston, J. L. (2015). Promoting metacognitive awareness within a Game-Based intelligent tutoring system. In C. Conati, N. Heffernan, A. Mitrovic, & M. Felisa Verdejo (Eds.), Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings (pp. 786-789). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9112). Springer Verlag. https://doi.org/10.1007/978-3-319-19773-9_116

Promoting metacognitive awareness within a Game-Based intelligent tutoring system. / Snow, Erica L.; McNamara, Danielle S.; Jacovina, Matthew E. et al.
Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings. ed. / Cristina Conati; Neil Heffernan; Antonija Mitrovic; M. Felisa Verdejo. Springer Verlag, 2015. p. 786-789 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9112).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Snow, EL, McNamara, DS, Jacovina, ME, Allen, LK, Johnson, AM, Perret, CA, Dai, J, Tanner Jackson, G, Likens, AD, Russell, DG & Weston, JL 2015, Promoting metacognitive awareness within a Game-Based intelligent tutoring system. in C Conati, N Heffernan, A Mitrovic & M Felisa Verdejo (eds), Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9112, Springer Verlag, pp. 786-789, 17th International Conference on Artificial Intelligence in Education, AIED 2015, Madrid, Spain, 6/22/15. https://doi.org/10.1007/978-3-319-19773-9_116

Snow EL, McNamara DS, Jacovina ME, Allen LK, Johnson AM, Perret CA et al. Promoting metacognitive awareness within a Game-Based intelligent tutoring system. In Conati C, Heffernan N, Mitrovic A, Felisa Verdejo M, editors, Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings. Springer Verlag. 2015. p. 786-789. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-19773-9_116

Snow, Erica L. ; McNamara, Danielle S. ; Jacovina, Matthew E. et al. / Promoting metacognitive awareness within a Game-Based intelligent tutoring system. Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings. editor / Cristina Conati ; Neil Heffernan ; Antonija Mitrovic ; M. Felisa Verdejo. Springer Verlag, 2015. pp. 786-789 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "Metacognitive awareness has been shown to be a critical skill for academic success. However, students often struggle to regulate this ability during learning tasks. The current study investigates how features designed to promote metacognitive awareness can be built into the game-based intelligent tutoring system (ITS) iSTART-2. College students (n=28) interacted with iSTART-2 for one hour, completing lesson videos and practice activities. If students{\textquoteright} performance fell below a minimum threshold during game-based practice, they received a pop-up that alerted them of their poor performance and were subsequently transitioned to a remedial activity. Results revealed that students{\textquoteright} scores in the system improved after they were transitioned (even when they did not complete the remedial activity). This suggests that the pop-up feature in iSTART-2 may indirectly promote metacognitive awareness, thus leading to increased performance. These results provide insight into the potential benefits of real-time feedback designed to promote metacognitive awareness within a game-based learning environment.",

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AB - Metacognitive awareness has been shown to be a critical skill for academic success. However, students often struggle to regulate this ability during learning tasks. The current study investigates how features designed to promote metacognitive awareness can be built into the game-based intelligent tutoring system (ITS) iSTART-2. College students (n=28) interacted with iSTART-2 for one hour, completing lesson videos and practice activities. If students’ performance fell below a minimum threshold during game-based practice, they received a pop-up that alerted them of their poor performance and were subsequently transitioned to a remedial activity. Results revealed that students’ scores in the system improved after they were transitioned (even when they did not complete the remedial activity). This suggests that the pop-up feature in iSTART-2 may indirectly promote metacognitive awareness, thus leading to increased performance. These results provide insight into the potential benefits of real-time feedback designed to promote metacognitive awareness within a game-based learning environment.

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Promoting metacognitive awareness within a Game-Based intelligent tutoring system

Abstract

Publication series

Conference

Bibliographical note

Keywords

UN SDGs

Publisher link

Find It

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Cite this