Nicholas Mudrick

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Pedagogical agents (PAs) have the ability to scaffold and regulate students’ learning about complex topics while using intelligent tutoring systems (ITSs). Research on ITSs predominantly focuses on the impact that these systems have on overall learning, while the specific components of humanITS interaction, such as student-PA dialogue within the system, are(More)
In this paper, we investigate the relationship between students’ learning gains and their compliance with prompts fostering selfregulated learning (SRL) during interaction with MetaTutor, a hypermedia-based intelligent tutoring systems (ITS). When possible, we evaluate compliance from student explicit answers on whether they want to follow the prompts, When(More)
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