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ERIC Number: ED636592
Record Type: Non-Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Promoting Metacognitive Awareness within a Game-Based Intelligent Tutoring System
Erica L. Snow; Danielle S. McNamara; Matthew E. Jacovina; Laura K. Allen; Amy M. Johnson; Cecile A. Perret
Grantee Submission, Paper presented at the International Conference on Educational Data Mining (7th, 2014)
Metacognitive awareness has been shown to be a critical skill for academic success. However, students often struggle to regulate this ability during learning tasks. The current study investigates how features designed to promote metacognitive awareness can be built into the game-based intelligent tutoring system (ITS) iSTART-2. College students (n=28) interacted with iSTART-2 for one hour, completing lesson videos and practice activities. If students' performance fell below a minimum threshold during game-based practice, they received a pop-up that alerted them of their poor performance and were subsequently transitioned to a remedial activity. Results revealed that students' scores in the system improved after they were transitioned (even when they did not complete the remedial activity). This suggests that the pop-up feature in iSTART-2 may indirectly promote metacognitive awareness, thus leading to increased performance. These results provide insight into the potential benefits of real-time feedback designed to promote metacognitive awareness within a game-based learning environment. [This is a paper in: "Proceedings of the 7th International Conference on Educational Data Mining, pp. 241-244, 2014.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A130124