Deeper modeling via affective meta-tutoring

该研究通过对亚利桑那州高中暑期课程学生的调查，解决了学生如何学习、理解和操作碳循环和水循环的科学模型。该项目的研究人员已经发现了在线导师在为学生规范自己的行为创造条件方面存在的问题。一些学生没有充分利用现有的学习机会，而是向导师寻求提示，直到导师给他们正确的答案。研究人员假设，持久的好处需要改变学生对浅与深的建模实践的看法，打破他们的建模习惯，并灌输新的习惯。他们打算在在线导师的基础上增加情感学习伙伴。这些模块使用可教的代理隐喻，称为贝蒂的大脑。这项研究分析将在亚利桑那州的高中暑期学校进行，学生主要是印第安人。参加暑期学校的学生是自主选择的。数据收集将包括来自暑期学校参与者（大约30名学生）的学生日志、口头协议和影响传感器数据。将进行三项研究：1。开发元辅导工具；2 .开发具有语言和肢体动作的情感学习代理；衡量新工具是否提高了学习效果。分析将涉及因果推理和学生活动记录的数据挖掘。学习的第三阶段将比较使用一种代理的学生与可教代理的学生；第二组将比较两个智能体，可教智能体和元导师；第三组将比较三种药物。研究的结果是一个开发和测试的工具，以提高学生的学习和统计分析的记录，由调查人员与可教代理学生的活动。这项研究应该有助于表明，如果计算机教师具有模仿人类行为的综合特征，他们是否会更有效。

The studies address through investigation of students in Arizona High School summer programs how students learn, understand and manipulate scientific models of the carbon cycle and the water cycle. The investigators of this project have identified problems that on-line tutors have with creating conditions for students to regulate their own behavior. Instead of taking advantage of the available learning opportunities, some students ask for hints until the tutor gives them the correct answer. The investigators hypothesize that lasting benefits require changing students beliefs about shallow compared with deep modeling practices and breaking their modeling habits and instilling new ones. They intend to add affective learning companions to the on-line tutors. The modules use the teachable agent metaphor called Betty's Brain. The study analysis will be conducted in high school summer schools in Arizona for students that are mostly Native Americans. The students are self-selected for attending the summer school. Data collection will include student logs, verbal protocols and affect sensor data from the summer school participants (approximately 30 students). Three studies will be conducted: 1. to develop a meta tutoring tool, 2. to develop an affective learning agent with verbal and physical gestures, and 3. a measure of whether the new tool results in increases in learning. The analysis will involve causal inference and data mining of student records of their activities. The third phase of the learning will compare students who use one agent with the teachable agent; a second group will compare two agents, the teachable agent and the meta-tutor; and a third group will compare three agents. The outcome of the study is a developed and tested tool to increase student learning and statistical analysis of records maintained by the investigators of student activities with the teachable agent. The study should help indicate whether computer tutors are more effective if they have integrated features that mimic human performance.