How teachable agents influence students’ responses to critical constructive feedback

Annika Silvervarg, Rachel Wolf, Kristen Pilner Blair, Magnus Haake, Agneta Gulz

Research output: Contribution to journalArticlepeer-review

Abstract

Does a teachable agent influence the uptake or neglect of ‘critical constructive feedback’ and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students’ responses to feedback and mitigated feedback neglect; the results were especially strong for lower-achieving students. Additionally, presence of a teachable agent improved post-test performance for students overall, and this effect was mediated by lower feedback neglect.

Original languageEnglish
Pages (from-to)67-88
JournalJournal of Research on Technology in Education
Volume53
Issue number1
Early online date2020 Aug 3
DOIs
Publication statusPublished - 2021

Subject classification (UKÄ)

  • Learning

Free keywords

  • choice
  • Critical constructive feedback
  • game
  • learning
  • low- and high-achieving students
  • teachable agent

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