Deliverable 4.4 - INSEAD CALT

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AtGentive IST-4-027529-STP - Attentive Agents for Collaborative Learners• a positive correlation between the number of meta-cognitive interventionsand the number of questions to the expert• a negative correlation between paper quality and both cognitive and metacognitiveinterventionsIn other words, receiving more meta-cognitive interventions relate to asking morequestions to the expert, and receiving less interventions of either type relates to a higherpaper quality.Also, this difference in interventions is not directly related to differences in either Ability orGender.TOTAL COGinterventionsTOTAL MCinterventionsTOTAL COG interventionsTOTAL MC interventionsUs.Qns2XpUs.StatusUs.#ParticUs.Intr.10Us.GdGoalUs.CMapUs.PParaUs.PQualCorrelation Coefficient 1.000 .419(*)Sig. (2-tailed) . .027N 28 28Correlation Coefficient .419(*) 1.000Sig. (2-tailed) .027 .N 28 28Correlation Coefficient .489(**) .460(*)Sig. (2-tailed) .008 .014N 28 28Correlation Coefficient -.227 .039Sig. (2-tailed) .246 .843N 28 28Correlation Coefficient -.024 .203Sig. (2-tailed) .903 .301N 28 28Correlation Coefficient .066 .014Sig. (2-tailed) .740 .945N 28 28Correlation Coefficient -.312 -.278Sig. (2-tailed) .106 .151N 28 28Correlation Coefficient -.124 .005Sig. (2-tailed) .528 .981N 28 28Correlation Coefficient -.162 -.197Sig. (2-tailed) .411 .314N 28 28Correlation Coefficient -.388(*) -.318Sig. (2-tailed) .042 .099N 28 28Table 8 - Correlations between Interventions by type and marked data (Expe. group only)Del <strong>4.4</strong>: AtGentive Final Evaluation Report page 44
AtGentive IST-4-027529-STP - Attentive Agents for Collaborative LearnersAdditional AnalysisThe log data was additionally analysed using a visualisation technique. While no furthersignificant results were found using this method it adds to the comprehensiveness of theanalysis as the technique has the ability to pick out unexpected effects. See D5.4 –“AtGentSchool and AtGentNet Workshops – Experiences from the Pilots” for furtherdetails.4.2.2.3. Students’ Pre- and Post-pilot knowledge testsThe purpose of the students’ pre-test is to ensure that there is no significant differencebetween the Control and Experimental groups’ knowledge of New Zealand prior to thetrial. The post-test was to investigate whether a significant difference in learning betweenthe groups had occurred during the pilot.The students’ pre-test contained 17 true / false questions, such as “The favourite sport inNew Zealand is rugby” (true) – see Appendix 6 for a complete list. The students’ posttestcontained 15 true / false questions, such as “Moa is a big animal resembling a tiger”(see also Appendix 6).The tests were self-administered (with the teacher’s assistance where necessary) duringclass time using the same computer as that used for AtGentSchool. While AtGentSchool,and the Attitude survey questionnaires, were completed as a pair (by both studentscollaboratively), the pre- and post-tests were completed individually, one student then theother. This improved the accuracy of the tests.For each of the pre- and post-test data sets, a Chi squared test was performed tocompare the expected frequencies of True/False answers with the observed frequencies,per question and between the Control and Experimental groups. The results of the pretestare shown in Table 9, and the post-test in Table 10.QuestionnumberSig.Pre-test Question1 0.692 The favourite sports in New Zealand is rugby (true)2 0.073 a There are three main islands in New Zealand (false)3 0.255 b People speak German in New Zealand (false)4 0.211 The Queen of England is also Queen of New Zealand (true)5 0.266 b Kiwi is a lizard on NZ (false)6 0.196 The closest country to New Zealand is Australia (true)7 0.139 The capital of New Zealand is Wellington (true)8 0.043 a When it's winter in Czech Republic, it's winter in NZ as well (false)9 0.546 The original inhabitants of NZ are the Maori people (true)10 0.574 There are fjords on NZ as in Norway (true)11 0.055 a There are no volcanoes on New Zealand (false)Del <strong>4.4</strong>: AtGentive Final Evaluation Report page 45
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