The effect of the nonhuman external regulator’s answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children’s behavioral regulation during learning tasks

Adel M. Agina, Piet A.M. Kommers, Michael Steehouder

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8 Citations (Scopus)

Abstract

The present study was conducted to shed a new light on the nonhuman’s external regulation effect on children’s behavioral regulation through investigating the effect of the computer’s task feedback answer-until-correct (AUC) versus knowledge-of-result (KR) with 40 preschool children (boys/girls) divided into AUC-Condition versus KR-Condition. The Aginian’s methodology (Agina et al., 2011a A.M. Agina, P.A. Kommers and F. Steehouder, The effect of the external regulator’s absence on children’s speech use, manifested self-regulation, and task performance during learning tasks. Computers in Human Behavior, 27 (2011), pp. 1118–1128. Agina, Kommers, & Steehouder, 2010) with the latest updates (Agina, Kommers, & Steehouder, 2011) was used, which involves an isolated, computer-based learning system with three different computer’s agents for measuring self-regulation as a function of the task level selection, self-regulation as a function of task precision, and special agent for evaluating children’s satisfaction. It was hypothesized that AUC-Condition will outperform KR-Condition in verbalization intensity, manifested self-regulation, and the degree of satisfaction. Despite the results were not confirmed the hypothesis, the results generated by the game were consistent with the statistical results in which this consistency increases, to a great extent, the reliability of the Aginian’s measurements. However, both results were not confirmed Vygotsky’s view or Piaget’s view of self-regulation development as both concluded that thinking aloud and self-regulation have a reverse relationship and, therefore, thinking aloud, per se, can be used to explore the problems the children may not agree to talk about.
Original languageEnglish
Pages (from-to)1710-1723
Number of pages14
JournalComputers in human behavior
Volume27
Issue number5
DOIs
Publication statusPublished - 2011

Fingerprint

Learning
Feedback
Learning systems
Task Performance and Analysis
Preschool Children
Knowledge of Results (Psychology)
Self-Control
Self-regulation
Nonhuman
Light
Thinking

Keywords

  • Aginian’s methodology
  • Children’s behavioral regulation (CBR)
  • Zone of children’s motivation (ZCM)
  • Zone of proximal development (ZPD)
  • Self-regulation learning (SRL)
  • Thinking aloud (TA)

Cite this

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title = "The effect of the nonhuman external regulator’s answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children’s behavioral regulation during learning tasks",
abstract = "The present study was conducted to shed a new light on the nonhuman’s external regulation effect on children’s behavioral regulation through investigating the effect of the computer’s task feedback answer-until-correct (AUC) versus knowledge-of-result (KR) with 40 preschool children (boys/girls) divided into AUC-Condition versus KR-Condition. The Aginian’s methodology (Agina et al., 2011a A.M. Agina, P.A. Kommers and F. Steehouder, The effect of the external regulator’s absence on children’s speech use, manifested self-regulation, and task performance during learning tasks. Computers in Human Behavior, 27 (2011), pp. 1118–1128. Agina, Kommers, & Steehouder, 2010) with the latest updates (Agina, Kommers, & Steehouder, 2011) was used, which involves an isolated, computer-based learning system with three different computer’s agents for measuring self-regulation as a function of the task level selection, self-regulation as a function of task precision, and special agent for evaluating children’s satisfaction. It was hypothesized that AUC-Condition will outperform KR-Condition in verbalization intensity, manifested self-regulation, and the degree of satisfaction. Despite the results were not confirmed the hypothesis, the results generated by the game were consistent with the statistical results in which this consistency increases, to a great extent, the reliability of the Aginian’s measurements. However, both results were not confirmed Vygotsky’s view or Piaget’s view of self-regulation development as both concluded that thinking aloud and self-regulation have a reverse relationship and, therefore, thinking aloud, per se, can be used to explore the problems the children may not agree to talk about.",
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AB - The present study was conducted to shed a new light on the nonhuman’s external regulation effect on children’s behavioral regulation through investigating the effect of the computer’s task feedback answer-until-correct (AUC) versus knowledge-of-result (KR) with 40 preschool children (boys/girls) divided into AUC-Condition versus KR-Condition. The Aginian’s methodology (Agina et al., 2011a A.M. Agina, P.A. Kommers and F. Steehouder, The effect of the external regulator’s absence on children’s speech use, manifested self-regulation, and task performance during learning tasks. Computers in Human Behavior, 27 (2011), pp. 1118–1128. Agina, Kommers, & Steehouder, 2010) with the latest updates (Agina, Kommers, & Steehouder, 2011) was used, which involves an isolated, computer-based learning system with three different computer’s agents for measuring self-regulation as a function of the task level selection, self-regulation as a function of task precision, and special agent for evaluating children’s satisfaction. It was hypothesized that AUC-Condition will outperform KR-Condition in verbalization intensity, manifested self-regulation, and the degree of satisfaction. Despite the results were not confirmed the hypothesis, the results generated by the game were consistent with the statistical results in which this consistency increases, to a great extent, the reliability of the Aginian’s measurements. However, both results were not confirmed Vygotsky’s view or Piaget’s view of self-regulation development as both concluded that thinking aloud and self-regulation have a reverse relationship and, therefore, thinking aloud, per se, can be used to explore the problems the children may not agree to talk about.

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