ABSTRACT
This chapter develops a richer understanding of the conditions in which technological artifacts can be used as peer learners to encourage self-reflection when learning-more specifically, in peer tutoring situations where a human tutors a tutee who takes the form of a technological artifact. In a Learning-by-Teaching (LBT) situation, recursive feedback can provide informative assessments and assist the human tutor to reflect on his or her own content knowledge. The chapter explores on analytical review of relevant literature on learning technologies that assist self-reflection and learning. It introduces recursive feedback in an LBT situation, where the tutee is a human. To examine generalizability, the chapter explores recursive feedback across different peer tutoring situations where the tutee is: an avatar remotely controlled by a human, a pedagogical agent controlled by a computer program, or a robotic system in a non-teaching situation. The chapter describes the studies conducted to test the robustness of recursive feedback across different situations using embodied technological artifacts.
