Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?

This project aimed to improve students' learning and task performance using a non-cognitive learning companion in the context of both a tutor and a meta-tutor. The tutor taught students how to construct models of dynamic systems and the meta-tutor taught students a learning strategy. The non-cognitive learning companion was designed to increase students' effort and persistence in using the learning strategy. It decided when to intervene and what to say using both log data and affective state monitoring via a facial expression camera and a posture sensor. Experiments with high school students showed that the non-cognitive learning companion increased students' learning and performance. However, it had no effect on performance during a transfer phase in which the learning companion, meta-tutor, and tutor were all absent. The transfer phase null effect must be interpreted with caution due to low power, a possible floor effect, and other issues.