We discuss computer environments that invite students to learn by instructing "teachable agents" (TA's) who venture forth and attempt to solve problems that require knowledge of disciplines such as mathematics, science or history. If the agents have been taught properly they solve the problems they confront; otherwise they need to be further educated. The TA's have both a "knowledge dimension" and a "personality dimension" (e.g., some may be impetuous, not listen or collaborate well, need many examples to understand, etc.). This helps students focus on academic content plus the characteristics of "difficult agents" that interfere with learning. The paper briefly discusses learning by teaching, learning by programming, and relevant classroom research. This background helps identify key principles underlying teachable agent learning environments. The rest of the paper discusses a framework for instantiating these principles into a general teachable agent environment. 1.

rk over a period of time. Describing problems students encounter as they engage in inquiry and finding ways to ameliorate those problems has received considerable attention recently (Hmelo & Williams, [Special Issue, JLS], 1998; McGilly, 1994, Blumenfeld et al, 1998). In this paper, we describe inquiry in more detail, discuss ways to aid students via instructional, curriculum, and 1 . In Minstell, J. Van Zee, E. (Eds.) Inquiry into inquiry: Science learning and Teaching, American Association for the Advancement of Science Press, Washington, D.C. (in press). 2 The authors would like to thank Ann Rivet from the University of Michigan for her helpful editorial comments. 11/4/98 page 2 technological supports, and then illustrate how these have been applied to specific phases on inquiry where students encounter difficulties. What Is Inquiry And Why Use It? Broadly conceived inquiry refers to the diverse ways in which scientists stu

This study looked at the effect of contextual advisement and competition on transfer of mathematics skills in a computer-based instructional simulation game and simulation in which game participants helped their “aunt and uncle ” fix up a house. Competition referred to whether or not the participant was playing against a computer character, and context of advisement referred to whether the participant had access to a reference book and video clips, or just the reference book. The video consisted of advice on how to solve the problem and was delivered by the “aunt and uncle. ” One hundred and twenty-three seventh- and eighth-grade students were randomly assigned to one of five conditions formed by crossing the two independent variables and adding a control group. Results indicated that non-competitive conditions may be best for transfer learning and that highcontextual advisement (video) may promote transfer. Purpose The primary purpose of this study was to determine if a computer-based instructional mathematics simulation game or simulation (delineated by the presence or absence of competitive elements) could promote transfer by including built-in advisement and by situating the transfer opportunities and advisement in a meaningful, authentic context.

This study looked at the effect of contextual advisement and competition on transfer of mathematics skills in a computer-based instructional simulation game and simulation in which game participants helped their “aunt and uncle ” fix up a house. Competition referred to whether or not the participant was playing against a computer character, and context of advisement referred to whether the participant had access to a reference book and video clips, or just the reference book. The video consisted of advice on how to solve the problem and was delivered by the “aunt and uncle. ” One hundred and twenty-three seventh- and eighth-grade students were randomly assigned to one of five conditions formed by crossing the two independent variables and adding a control group. Results indicated that non-competitive conditions may be best for transfer learning and that high-contextual advisement (video) may promote transfer. Promoting Transfer of Mathematics Skills 3 Purpose The primary purpose of this study was to determine if a computer-based instructional mathematics simulation game or simulation (delineated by the presence or absence of competitive elements) could promote transfer by including built-in advisement and by situating the transfer opportunities and advisement in a meaningful, authentic context.

The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game