The effect of nonhuman’s versus human’s external regulation on children’s speech use, manifested self-regulation, and satisfaction during learning tasks

The effect of the nonhuman external regulator’s answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children’s behavioral regulation during learning tasks

“…Ironically, until the time in which the present study has decided to be prepared, only two studies in the literature (Agina et al, 2011a(Agina et al, , 2011b were not confirmed Vygotsky's view and simultaneously was not fully inline with Piaget's view of SRL development when young children conducted to talk and think while acting alone with the computer, as a nonhuman external regulator, which was the main experimental factor in the present study. Both studies (Agina et al, 2011a(Agina et al, , 2011b, therefore, remain as a unique as the first cultivated seed in introducing a novel computer-based methodology that prevents any human's external intervention/regulation or human-human interaction/regulation before/during/after learning tasks with novel measurements for measuring SRL as a function of task level selection and SRL as a function of task precision through computer agents called AMA-GUIDE and AMA-SCORES respectively with another two special agents called AMA-CUES and AMA-CHAT that allowed the computer, as a nonhuman external regulator, to interfere during learning tasks to encourage children to talk and think while acting alone and allowed children to react to the questionnaire spontaneously to evaluate their satisfaction. Because this methodology has never ever used before and for the sake of the clarity and simplicity, the term ''Aginian's'' was added whenever it is necessary as a reference to those studies to avoid repeating them along the present study.…”

“…However, despite the large body of research on PS, selfregulation learning (SRL), and task feedback in the literature (e.g., Beaudichon, 1973;Behrend, Rosengren, & Perlmutter, 1989;Bjorklund & Douglas, 1997;Boekaerts, 1996;Boekaerts & Corno, 2005;Diaz & Berk, 1995;Duncana & Pratt, 1997;Fernyhough & Fradley, 2005;Gaskill & Diaz, 1991;Gottfried, Fleming, & Gottfried, 1994;John-Hattie & Timperley, 2007;Kluger & DeNisi, 1996;Kohlberg, Yaeger, & Hjertholm, 1968;Lee, 1999;Schraw, 1994;Schunk, 1986;Siegler & Stern, 1998;Stright, Neitzel, Sears, & Hoke-Sinex, 2001;Vygotsky, 1987Winsler, De León, Wallace, Carlton, & Willson-Quayle, 2003;Winsler, Diaz, & Montero, 1997;Winsler & Naglieri, 2003;Zimmerman & Schunk, 2001), the research regarding the effect of the nonhuman's external regulation on young children's behavioral regulation was just recently introduced in the literature (Agina et al, 2011a(Agina et al, , 2011b, which was the first cultivated seed in the literature that used the computer-based methodology with young children to talk and think while acting alone with the computer through an isolated, computer-based learning system that acts as a standalone learning environment and without any human's external intervention or human-human interaction before/during/after learning tasks.…”

The effect of nonhuman’s external regulation on children’s responses to detect children with developmental problems (DP) associated with the natural development of self-regulation during learning tasks

“…Although, the recent research by Agina and his colleagues (Agina, Kommers, & Steehouder, 2011a, 2011b, 2011c, 2011d hereafter 'Aginian's studies'), can be considered as the first cultivated seed of embedding and using the computer, as a nonhuman external regulator, to measure the children's behavioral regulation (CBR) with the powerful of mathematics to understand and measure the net signed of CBR as an integrated mathematical function during learning progression, a clear understanding of how can the nonhuman external regulator be able to use and analyze the children's responses to detect those children with DP associated with the natural development of self-regulation (particularly when those children act alone and without human-human interaction or social intervention before/during/after learning progression) has not potentially emerged yet in which the present study sought to shed a new light. Stated differently, the present study was simply trying to explore those children with DP through their spontaneous responses during learning tasks with a nonhuman external regulation (to our knowledge, this subject has never seen before in the previous work).…”

An Analytical Reflection towards Understanding the Effect of Children's Behavioral Regulation (CBR) on Children's Behavioral Nutrition (CBN) Through Computer-based Edutainment Environments

“…The first area of the research is relaying on what already introduced in the literature concerning CBR specifically by Agina and his colleagues [3][4][5][6][7][8]. For the sake of the simplicity and clarity, the current reflection paper refers to the studies by Agina and his colleagues as "CBR-Research".…”