Stephanie Pieschl

Trust Resilience in Pedagogical Agents: Will Anthropomorphism Help Against Trust Decline?

Fransisca Hapsari, Stephanie Pieschl

Trust calibration in automated agents is crucial, yet still under-researched in learning contexts. This study tracks users’ trust calibration to automated agents during a vocabulary learning task. Sixty participants guessed the meaning of 96 foreign words in a 4 × 4 × …

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Searching the internet for explanations: aligning standards improves the accuracy of metacognitive confidence judgments

Björn Mattes, Stephanie Pieschl

Two experiments investigated a novel mechanistic explanation for inflated metacognitive confidence during information problem solving with the internet (IPS-I), proposing that overestimation is attributable in part to how individuals initially define explanatory tasks prior to engaging with online information. To test this, …

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Selbstreguliertes Lernen

Stephanie Pieschl, Charlotte Dignath

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Trust Calibration in Imperfectly Reliable Human, Robot, and Computer Pedagogical Agents

Fransisca Hapsari, Stephanie Pieschl

Digital Interaction

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Are students who use the internet to assist with assignments prone to metacognitive overestimations?

Stephanie Pieschl, Janene Budd, Björn Mattes

This chapter summarises the challenges of internet-based information problem-solving (IPS-I) tasks and highlights the importance of metacognitive judgements about one’s own ability in this context. Scarce prior research shows that using the internet affects metacognitive judgements regarding IPS tasks. For example, users …

Promoting students’ argument comprehension and evaluation skills: Implementation of two training interventions in higher education

Hannes Münchow, Simon P. Tiffin‐Richards, Lorena Fleischmann, Stephanie Pieschl et autres

Abstract The ability to comprehend and evaluate informal arguments is important for making sense of scientific texts and scientific reasoning. However, university students often lack the skills necessary to comprehend the functional structure and evaluate the structural plausibility of informal arguments. The …

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Wissenschaft kann endgültige und wahre Antworten liefern, oder nicht?

Stephanie Pieschl, Nicola Glumann

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How students “think” about Internet information: assessing and fostering the epistemic beliefs and practices of secondary school students

Debbie Sivyer, Stephanie Pieschl, Jennifer Archer, Rachel Buchanan

Comprehensive sourcing is defined as being able to competently evaluate information sources, for example, on the Internet. It does not only require sourcing in a narrow sense, that is, being able to identify source features such as authors or to judge the …

Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions

Stephanie Pieschl, Janene Budd, Eva Thomm, Jennifer Archer

Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In …

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Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs

Stephanie Pieschl, Deborah Sivyer

Students should develop competent epistemic thinking and critical source evaluation skills during secondary education. This study compared these skills and their interrelation between Australian students (n = 218) from Years 7, 9, and 11. In an online questionnaire, students critically evaluated the …

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Will using the Internet to answer knowledge questions increase users’ overestimation of their own ability or performance?

Stephanie Pieschl

Using the Internet is ubiquitous, but not all of the consequences of this habitual technology use are known. Theoretical models and related research suggest that the act of searching for information on the Internet itself may bias users toward overestimating themselves. The …

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Artificial Intelligence and emerging technologies in schools: research report

Erica Southgate, Karen Blackmore, Stephanie Pieschl, Susan M. Grimes et autres

This report was commissioned by the Australian Government Department of Education and Training to examine the literature, and provide advice to teachers, on artificial intelligence (AI) and the emerging technologies (virtual, augmented and mixed reality) in school education. The project was conceived …