Corpus ID: 17479467

Case Studies in Learning by Teaching Behavioral Differences in Directed versus Guided Learning

  title={Case Studies in Learning by Teaching Behavioral Differences in Directed versus Guided Learning},
  author={Bilikiss Adebiyi and Kadira Belyenne and Gautam Biswas and Krittaya Leelawong},
Case Studies in Learning by Teaching Behavioral Differences in Directed versus Guided Learning Gautam Biswas, Krittaya Leelawong, Kadira Belynne, and Bilikiss Adebiyi ( Department of EECS/ISIS, Box 1824, Sta B Vanderbilt University Nashville, TN 37235. USA. Details of the Betty’s Brain system, and experiments that we have conducted with this system are presented elsewhere (Biswas et al., 2004a, 2004b; Davis et al., 2003; Leelawong et al., 2002). Our experiments in… Expand
Feedback for Metacognitive Support in Learning by Teaching Environments
Feedback for Metacognitive Support in Learning by Teaching Environments Jason Tan and Gautam Biswas (jason.tan, Department of EECS &ISIS, Vanderbilt UniversityExpand
From Design to Implementation to Practice a Learning by Teaching System: Betty’s Brain
An overview of 10 years of research with the Betty’s Brain computer-based learning environment shows that the learning by teaching paradigm implemented as a computer based learning environment provides a social framework that engages students and helps them learn. Expand
Designing a Teachable Agent System for Mathematics Learning.
Learning-by-teaching has been identified as one of the more effective approaches to learning. Recently, educational researchers have investigated virtual environments in order to utilize theExpand
Intelligent Tutoring and Games (ITaG)
Many contend that the future of affordable, highquality education lies in harnessing the potentials of computer technologies. While implementing computer technologies in schools has had both failingsExpand
Semantic and structural analysis of web-based learning resources: supporting self-directed resource-based learning
This thesis presents an approach to automatically segment web resources in order to support learners in the selection of relevant fragments of a web resource using ELWMS, a tool that enables learners to organize their self-directed learning process and the contributing learning resources in a personal knowledge network by applying semantically typed tags. Expand


Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments
Betty’s Brain, a teachable agent in the domain of ecosystems that combines learning by teaching with self-regulation mentoring to promote deep learning and understanding is discussed. Expand
Developing Learning by Teaching Environments That Support Self-Regulated Learning
An extensive study that compared three versions of Betty’s Brain demonstrates the effectiveness of learning by teaching environments, and the impact of self-regulation strategies in improving preparation for learning among novice learners. Expand
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizingExpand
Intelligent user interface design for teachable agent systems
The interface components for a system called Bettys Brain, an intelligent agent developed for studying the learning by teaching paradigm, and the next generation interfaces in a multi-agent paradigm that should be more effective in promoting constructivist learning and self-regulation in thelearning by teaching framework are proposed. Expand
Cognitive Tutors: Lessons Learned
The 10-year history of tutor development based on the advanced computer tutoring (ACT) theory is reviewed, finding that a new system for developing and deploying tutors is being built to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting. Expand
The Effects of Feedback in Supporting Learning by Teaching in a Teachable Agent Environment
A computer-based teachable "agent" that students explicitly teach using concept maps is developed that indicates that providing students with opportunities to quiz their agent decreases the amount of irrelevant information and increases the proportion of causal information in students' maps. Expand
A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection
The purpose of this exploratory study was to develop a model to examine teachers' instructional practice in secondary school mathematics in relationship to their underlying cognitions. TheExpand
A social cognitive view of self-regulated academic learning.
Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitiveExpand
Supporting Social Interaction in an Intelligent Collaborative Learning System
It is suggested that structured, high-level knowledge of student conversation in context may be sufficient for automating the assessment of group interaction, furthering the possibility of an intelligent collaborative learning system that can support and enhance the group learning process. Expand
Qualitative Reasoning techniques to support Learning by Teaching: The Teachable Agents Project
This paper describes the use of qualitative reasoning mechanisms in designing computer-based teachable agents that users explicitly teach to solve problems using concept maps. Users can construct theExpand