Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning
Abstract/Contents
- Abstract
- Betty's Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty's Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty's Brain software, students in the TA condition believed they were teaching their own TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g. reading) and they also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students' egos from the psychological ramifications of failure.
Description
| Type of resource | text |
|---|---|
| Date created | 2009 |
Creators/Contributors
| Author | Chase, Catherine C. |
|---|---|
| Author | Chin, Doris B. |
| Author | Oppezzo, Marily A. |
| Author | Schwartz, Daniel L. |
Subjects
| Subject | Avatars |
|---|---|
| Subject | Learning |
| Genre | Article |
Bibliographic information
| Related Publication | Chase, C., Chin, D. B., Oppezzo, M., & Schwartz, D. L. (2009). Teachable agents and the protégé effect: Increasing the effort towards learning. Journal of Science Education and Technology, 18(4): 334-352. DOI: 10.1007/s10956-009-9180-4 |
|---|---|
| Location | https://purl.stanford.edu/zm369yx3532 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
View other items in this collection in SearchWorksContact information
- Contact
- openarchive@gse.stanford.edu
Also listed in
Loading usage metrics...