Leveraging AI in design education: exploring virtual instructors and conversational techniques in flipped classroom models

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 27, 2025

Language: Английский

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Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis

Review of Educational Research, Journal Year: 2021, Volume and Issue: 92(3), P. 413 - 454

Published: Oct. 23, 2021

Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive of multimedia learning both postulate that quality design heavily influences learning. We sought to identify how best review well those theories held up meta-analyses. conducted an overview systematic reviews tested effects on or load. found 29 including 1,189 studies 78,177 participants. 11 principles demonstrated significant, positive, meta-analytic five significantly improved management The largest benefits were for captioning second-language videos, temporal/spatial contiguity, signaling. also robust evidence modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalization, pedagogical agents, verbal redundancy effects. Good was more important complex materials, system-paced environments (e.g., lectures) than self-paced ones websites). Results supported many tenets theories. highlight a range evidence-based strategies could be implemented by educators.

Language: Английский

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How pedagogical agents communicate with students: A two-phase systematic review

Computers & Education, Journal Year: 2022, Volume and Issue: 188, P. 104564 - 104564

Published: May 31, 2022

Technological advancements have improved the capabilities of pedagogical agents to communicate with students. However, an increased use in learning environments calls for a deeper understanding student–agent communication assess effectiveness learning. This study is two-phase systematic review scientific papers on agent research published between 2010 and 2020, including original papers. In first phase, this analyses literature reviews meta-analyses find status gaps. The findings indicate that agents' characteristics impact been reviewed, but its relation not. second empirical studies are reviewed classified into three categories describe how facilitates students' through (1) intrapersonal processes, (2) interpersonal students agent, (3) by facilitating group. show can enhance motivation, self-regulation, self-efficacy, metacognition. At level, aim scaffold giving feedback, prompts, hints from processes results. Pedagogical also support group discussions directing collaboration. Despite rapid technological advancements, not level fluently human-like, which likely reduce their usability concludes needs be developed toward adaptive, adequate, relational, logical communication, requires multidisciplinary theoretical approach, artificial intelligence, affective computing, psychometric assessments. Recommendations future addressing gaps identified discussed.

Language: Английский

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Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(1)

Published: March 1, 2024

Language: Английский

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AI-based avatars are changing the way we learn and teach: benefits and challenges

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: July 16, 2024

Advancements in the generative AI field have enabled development of powerful educational avatars. These avatars embody a human and can, for instance, listen to users’ spoken input, generate an answer utilizing large-language model, reply by speaking with synthetic voice. A theoretical introduction summarizes essential steps developing AI-based explains how they differ from previously available technologies. Moreover, we introduce GPTAvatar , open-source, state-of-the-art avatar. We then discuss benefits using avatars, which include, among other things, individualized contextualized instruction. Afterward, highlight challenges Major problems concern incorrect inaccurate information provided, as well insufficient data protection. In discussion, provide outlook addressing advances content technology identifying three crucial open questions research practice.

Language: Английский

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Research Avenues Supporting Embodied Cognition in Learning and Instruction

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(1)

Published: Jan. 19, 2024

Abstract Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education learning can be enhanced when brain, body, environment mutually influence each other, such as making or observing human actions, especially those involving hand gestures manipulation of objects. In this narrative review article, we describe evidence from six research avenues help explain why enhance instruction. Through exploration these interconnected pathways, aim to make a significant contribution by proposing innovative directions instruction research, all rooted in principles cognition. We establish direct link between pathways phenomena, both contexts movements. When movements, explaining benefits due movements are physical activity , generative offloaded . researching phenomena specialized processor signaling Lastly, avenue social integral With originality focus, also include has not been traditionally associated embodiment. This article offers comprehensive discussions, substantiated influencing features, avenues. conclude outlining implications findings charting potential future investigation.

Language: Английский

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Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance

npj Science of Learning, Journal Year: 2025, Volume and Issue: 10(1)

Published: Jan. 8, 2025

Abstract Rising interest in artificial intelligence education reinforces the demand for evidence-based implementation. This study investigates how tutor agents’ physical embodiment and anthropomorphism (student-reported sociability, animacy, agency, disturbance) relate to affective (on-task enjoyment) cognitive (task performance) learning within an intelligent tutoring system (ITS). Data from 56 students ( M = 17.75 years, SD 2.63 years; 30.4% female), working with emotionally-adaptive version of ITS “Betty’s Brain”, were analyzed. The ITS’ agents either depicted as on-screen robots (condition A) or both avatars B). Physical presence agent was not significantly related task performance anthropomorphism, but higher initial on-task enjoyment. Student-reported disturbance negatively enjoyment, student-reported sociability performance. While may increase students’ perception certain characteristics hinder learning, providing implications designing social education.

Language: Английский

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Can AI-generated pedagogical agents (AIPA) replace human teacher in picture book videos? The effects of appearance and voice of AIPA on children’s learning

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 9, 2025

Language: Английский

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The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents

Computers & Education, Journal Year: 2021, Volume and Issue: 176, P. 104350 - 104350

Published: Oct. 6, 2021

Language: Английский

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Effects of instructor-present videos on learning, cognitive load, motivation, and social presence: A meta-analysis

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 27(9), P. 12713 - 12742

Published: June 7, 2022

Language: Английский

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