Interactive environments for training children's curiosity through the practice of metacognitive skills : a pilot study
Bibliographic record
Abstract
Curiosity-driven learning has shown significant positive effects on students' learning experiences and outcomes. But despite this importance, reports show that children lack this skill, especially in formal educational settings.To address this challenge, we propose an 8-session workshop that aims to enhance children's curiosity through training a set of specific metacognitive skills we hypothesize are involved in its process. Our workshop contains animated videos presenting declarative knowledge about curiosity and the said metacognitive skills as well as practice sessions to apply these skills during a reading-comprehension task, using a web platform designed for this study (e.g. expressing uncertainty, formulating questions, etc). We conduct a pilot study with 15 primary school students, aged between 8 and 10. Our first results show a positive impact on children's metacognitive efficiency and their ability to express their curiosity through question-asking behaviors.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".