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Volumn 2, Issue , 2012, Pages 251-255

Supporting student learning using conversational agents in a teachable agent environment

Author keywords

[No Author keywords available]

Indexed keywords

CONVERSATIONAL AGENTS; DESIGN EXPERIMENTS; FEEDBACK APPROACH; LEARNING AND TEACHINGS; LEARNING ENVIRONMENTS; METACOGNITIVE SKILLS; METACOGNITIVE SUPPORT; TEACHABLE AGENTS;

EID: 84872953174     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (21)

References (9)
  • 2
    • 33144490089 scopus 로고    scopus 로고
    • Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning
    • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 11.
    • (2005) Educational Psychologist , vol.40 , Issue.4 , pp. 11
    • Azevedo, R.1
  • 3
    • 84878677348 scopus 로고    scopus 로고
    • Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262
    • Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262.
    • Journal Subscription Department
  • 5
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: A simple proposal with multiple implications
    • Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: a simple proposal with multiple implications. Review of Research in Education, 24(1999), 61.
    • (1999) Review of Research in Education , vol.24 , Issue.1999 , pp. 61
    • Bransford, J.D.1    Schwartz, D.L.2
  • 6
    • 84935412703 scopus 로고
    • Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings
    • Brown, A. (1992). Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of Learning Sciences, 2(2): 141-178.
    • (1992) The Journal of Learning Sciences , vol.2 , Issue.2 , pp. 141-178
    • Brown, A.1
  • 8
    • 71449087833 scopus 로고    scopus 로고
    • Interactive meta-cognition: Monitoring and regulating a teachable agent
    • D. J. Hacker, J. Dunlosky, and A. C. Graesser (Eds.) Mahwah, NJ: Erlbaum
    • Schwartz, D. L., Chase, C., Wagster, J., Okita, S., Roscoe, R., Chin, D., & Biswas, G. 2009. Interactive meta-cognition: monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, and A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 340-359). Mahwah, NJ: Erlbaum.
    • (2009) Handbook of Metacognition in Education , pp. 340-359
    • Schwartz, D.L.1    Chase, C.2    Wagster, J.3    Okita, S.4    Roscoe, R.5    Chin, D.6    Biswas, G.7
  • 9
    • 0001929869 scopus 로고    scopus 로고
    • Theories of self-regulated learning and academic achievement: An overview and analysis
    • Barry J. Zimmerman & D. H. Schunk (Eds.) Mahwah, NJ: Erlbaum
    • Zimmerman, Barry J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In Barry J. Zimmerman & D. H. Schunk (Eds.), Self-regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.
    • (2001) Self-regulated Learning and Academic Achievement: Theoretical Perspectives , pp. 1-37
    • Zimmerman Barry, J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.