Learning by teaching with virtual peers and the effects of technological design choices on learning
Learning by teaching with virtual peers and the effects of technological design choices on learning
复制标题
通过虚拟同伴教学进行学习以及技术设计选择对学习的影响
DOI：
10.1016/j.compedu.2012.12.005
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Yumiko Murai
中科院分区：
文献类型：
--
作者：
Sandra Y. Okita;S. Türkay;Mihwa Kim;Yumiko Murai
技术的进步带来了新的学习和在线教学形式，允许通过虚拟表示进行交流，而无需亲自会面。这项研究建立在以前的工作，涉及递归反馈，测试的假设，即通过教学学习的一个重要方面是有机会观看自己的学生执行。60名研究生研究了当导师观察他们的学生随后应用他们所教的东西时发生的递归反馈的价值。这项研究是在虚拟环境“第二人生”中进行的，成年人通过他们的虚拟表现来指导另一个成年人了解人类生物学。观察他们的学生化身与考官互动的导师表现出相对于几个控制条件的上级学习，这些控制条件包括边教边学元素，但不包括递归反馈。第二项研究考察了流行的设计选择对教学过程中递归反馈的影响（例如，定制、外观相似的特征）。定制条件涉及辅导参与者在研究之前定制的学生化身并观察学生化身回答问题。二重身相似条件涉及辅导一个看起来像参与者的学生化身，并观察学生化身回答问题。结果表明，有意识地意识到相似的功能和程度，其中一个自定义的瞳孔化身影响学习。
Advancements in technology have brought about new forms of learning and online instruction that allow communication through virtual representations without physically meeting in person. This study builds on previous work involving recursive feedback that tests the hypothesis that an important facet of learning-by-teaching is the opportunity to watch one's pupil perform. Sixty graduate students examined the value of recursive feedback that occurred when tutors observed their pupil subsequently apply what they had been taught. The study took place in the virtual environment Second Life where adults tutored another adult about human biology through their virtual representations. The tutors who observed their pupil avatar interact with an examiner exhibited superior learning relative to several control conditions that included learning-by-teaching elements but not recursive feedback. The second study examined the effect of popular design choices on recursive feedback during learning-by-teaching (e.g., customization, look-alike features). The customization condition involved tutoring a pupil avatar that the participant customized prior to the study and observing the pupil avatar answer questions. The doppelgänger look-alike condition involved tutoring a pupil avatar that looked like the participant and observing the pupil avatar answer questions. Results showed that conscious awareness of look-alike features and the extent to which one customizes the pupil avatar influences learning.
影响因子：
7.6
作者：
Iyengar, SS;Lepper, MR
通讯作者：
Lepper, MR