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dc.contributor.authorDebbané, Amy Gabriela 17:31:46 (GMT) 17:31:46 (GMT)
dc.description.abstractBenefits of learning by teaching (LbT) have been highlighted by previous studies from a pedagogical lens, as well as through computer-supported systems. However, the challenges that university students face in technology-mediated LbT—whether it be teaching oneself, teaching a peer, or teaching an agent—is not well understood. Furthermore, there is a gap in knowledge on the challenges that students encounter throughout the process of teaching (content selection, preparation, teaching, receiving and giving feedback, and reflection) despite its importance to the design of LbT platforms. Thus, we conducted a thematic analysis on results we gathered from 24 university students where they taught content that they had not fully grasped and their semi-structured interviews. Results demonstrate that the participants encountered the following challenges: psychological barriers relating to self and others, and lack of know-how. Furthermore, we illuminate design implications required to overcome these challenges and benefit from LbT without requiring prior training in pedagogy. In addition, we outline university students’ perception on various tools and configurations a LbT platform could include.en
dc.publisherUniversity of Waterlooen
dc.subjectlearning by teachingen
dc.subjectapplied computingen
dc.subjectcollaborative learningen
dc.subjectComputer-assisted instructionen
dc.subjectHuman-centered computingen
dc.subjectcollaborative and social computing systems and toolsen
dc.subjectcomputer- supported cooperative worken
dc.subjectsocial computingen
dc.titleLearning by Teaching: Key Challenges and Design Implicationsen
dc.typeMaster Thesisen
dc.pendingfalse R. Cheriton School of Computer Scienceen Scienceen of Waterlooen
uws-etd.degreeMaster of Mathematicsen
uws.contributor.advisorLaw, Edith
uws.contributor.affiliation1Faculty of Mathematicsen

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