Abstract
Knowledge monitoring is a fundamental metacognitive skill for the development of other metacognitive skills and is related to successful learning in all academic settings, including higher education. This skill allows students to identify their knowledge gaps more precisely, so they can engage in self-regulated activities. Self-regulated learners are proactive in setting goals, planning and deploying study strategies, monitoring the effectiveness of their actions and taking control of their learning and more prone to achievement in college. The knowledge monitoring skill becomes increasingly more important for basic education students who will enter higher education, given the demands for higher thinking skills in college. This chapter aims to present an Animated Pedagogical Agent (APA) that trains the metacognitive ability of knowledge monitoring in computer learning systems. The training provided by the APA encourages learners to reflect on their knowledge and has its content and frequency of intervention adapted to the characteristics of each student. Results from evaluations with seventh and eighth grade students supported the hypothesis that students who receive the training improve both their knowledge monitoring skill and their performance in the domain. Results also suggest a less hasty behavior from students who received the APA training. These findings indicate that the proposed APA can help students in basic education to acquire essential metacognitive skills to enter higher education.
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The present work has received financial support of the following Brazilian research funding agencies: CNPq and FAPERGS.
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Kautzmann, T.R., Jaques, P.A. (2018). Improving the Metacognitive Ability of Knowledge Monitoring in Computer Learning Systems. In: Cristea, A., Bittencourt, I., Lima, F. (eds) Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions. HEFA 2017. Communications in Computer and Information Science, vol 832. Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_8
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