Our learning by teaching environment has students take on the role and responsibilities of a teacher to a virtual student named Betty. The environment is structured so that successfully instructing their teachable agent requires the students to learn and understand science topics for themselves. This process is supported by adaptive scaffolding and feedback from the system. This feedback is instantiated through the interactions with the teachable agent and a mentor agent, named Mr. Davis. This paper provides an overview of two studies that were conducted with 5th grade science students and a description of the analysis techniques that we have developed for interpreting students' activities in this learning environment.
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