Improving 2nd Graders’ Motivation and Learning in a Virtual Science Course through Facilitation and Giving of Feedback by the Instructional Agent

To show that both facilitation and giving of feedback can improve both motivation and learning of students in Science, an accessible group of 60 female 2nd graders was divided into three equal subgroups and then randomly placed into two experimental and one control groups. They were all pre- and post-tested on learning and motivation, while one of the two experimental groups worked with a facilitating teacher and the other with one who gave feedback. Results from an ANCOVA show improvement on both measures in both experimental groups with no significant difference between the two. Hence, assigning teachers who know how to facilitate or give feedback can help students with both motivation and learning.