Communications in computer and information science, Journal Year: 2025, Volume and Issue: unknown, P. 363 - 374
Published: Jan. 1, 2025
Language: Английский
Computers & Education, Journal Year: 2022, Volume and Issue: 190, P. 104607 - 104607
Published: Aug. 12, 2022
Language: Английский
Citations
34
Educational Research Review, Journal Year: 2023, Volume and Issue: 41, P. 100564 - 100564
Published: Nov. 1, 2023
Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes processes. The instructor presence effect states that visible instructors lead increased higher scores subjective ratings like motivation, presence, or affect, but do not improve outcomes. In contrast, Cognitive-Affective-Social Theory of Learning digital Environments outlines how only enhance social, emotional, motivational processes, they also potentially promote We conducted a series meta-analyses explore effects retention, transfer, cognitive load, visual dwell time. include 35 studies, contained 46 pair-wise comparisons 6339 participants. Results revealed small, statistically significant positive including retention outcomes, no transfer performance. A significantly enhanced affective, ratings. Furthermore, we found reduced time relevant material perception extraneous load. Significant moderator could be regarding prior knowledge, domain as well size instructor.
Language: Английский
Citations
19
Educational Technology Research and Development, Journal Year: 2023, Volume and Issue: 71(3), P. 859 - 880
Published: March 20, 2023
Abstract Pedagogical agents were found to enhance learning but studies on the emotional effects of such are still missing. While first results show that pedagogical with an emotionally positive design might especially foster learning, these findings depend gender agent and learner. This study investigated whether expressions performed by on-screen instructor able increase outcomes while considering differences In a 2 (neutral vs. enthusiastic expressions) × (female male agent) between-subject additional consideration learner, data 129 participants was collected. Results revealed manipulation enthusiasm lead higher perceptions emotions. addition, who led retention not transfer performance. terms learners retained knowledge better when they watched performing expression irrespective persona gender. Female learners, however, only female expressions. discussed in light positivity principle, model-observer similarity hypotheses current theories social cues multimedia learning.
Language: Английский
Citations
18
Metacognition and Learning, Journal Year: 2023, Volume and Issue: 18(3), P. 659 - 691
Published: May 19, 2023
Language: Английский
Citations
17
British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(4), P. 1290 - 1308
Published: Jan. 16, 2024
Abstract Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self‐regulated learning (SRL) via prompts and feedback promote monitoring regulation of their cognitive, affective, metacognitive motivational processes achieve (sub)goals. This study examines PAs' effectiveness in scaffolding teaching SRL during with MetaTutor, an ITS on the human circulatory system. Undergraduates ( N = 118) were randomly assigned a condition: Control Condition (i.e. learners could only self‐initiate strategies) Prompt Feedback PAs prompted engage SRL). Learners' log‐file data captured when strategies used, initiator strategy learner PA), relevance instructional content pages relation subgoals. While results showed that effective scaffolders which they more was relevant towards subgoals as time page task increased, there mixed findings about teachers SRL. Findings show how production rules guiding PA can improve across – through contextualizing Practitioner notes What is already known this topic Most struggle efficiently effectively use attain goals There need for be scaffolded manage multiple while complex STEM topics. typically prompt provide feedback. are paper adds We consider not but also Results encouraged subgoals, did discourage relevant. support Learners increasingly depended progressed. Implications practice and/or policy research needed understand role essential progresses. When deploying specific cognitive strategies, should taken into account.
Language: Английский
Citations
8
Computers & Education, Journal Year: 2024, Volume and Issue: 222, P. 105140 - 105140
Published: Aug. 23, 2024
Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented technology research teachers' students' insights not considered when developing PA communication. The current study addresses this gap by conducting analyzing semi-structured, in-depth interviews eleven high school teachers sixteen about their expectations capabilities. interviewees identified relational task-related capabilities that a should perform effectively scaffold learning. simultaneously affirmative induce immediacy, foster the relationship engagement PA, support management. Additionally, described activities technological aspects designing conversational PAs. showed applied human-to-human scripts outlining desired characteristics. offers novel recommendations researchers developers on communicational, pedagogical, must communicative discusses contributions human–machine education.
Language: Английский
Citations
8
Educational Research Review, Journal Year: 2022, Volume and Issue: 38, P. 100506 - 100506
Published: Dec. 29, 2022
Language: Английский
Citations
28
Computers & Education, Journal Year: 2022, Volume and Issue: 185, P. 104531 - 104531
Published: April 22, 2022
Language: Английский
Citations
20
Contemporary Educational Psychology, Journal Year: 2022, Volume and Issue: 70, P. 102080 - 102080
Published: May 24, 2022
This study investigates the positivity principle – idea that people respond more positively and learn better from an instructor who displays positive emotion than negative equivalence hypothesis learners similarly to emotional tone displayed by both human virtual instructors. In this between-subjects design experiment, participants viewed one of eight instructional videos on binomial probability, varying in portrayed voice gestures onscreen whether was or virtual. Participants either saw a (happy content) (bored frustrated) support principle, recognized instructor, felt similar had favorable social connection ratings for However, did not impact how well performed delayed posttest. hypotheses, all these effects were found Overall, provided three four links showed applied instructors as per hypothesis.
Language: Английский
Citations
19
Behavioral Sciences, Journal Year: 2023, Volume and Issue: 13(4), P. 330 - 330
Published: April 13, 2023
Videos are arguably the most important and frequently used instructional resource in massive open online courses (MOOCs). Recent research has explored learners' perceptions preferences regarding MOOC videos. However, these studies often limited to a small number of specific courses, few grounded theory have been undertaken investigate this topic. In present study, multiple-coder methodology was adopted analyze 4534 learner reviews MOOCs 14 categories. The study aimed identify key characteristics associated with favorable videos, types supplemental or in-video resources learners perceive helpful support video use, production features value. Results revealed that (a) "organized", "detailed", "comprehensible", "interesting", "practical" were top five videos; (b) perceived "presentation slides", "reading materials", "post-video assessments", "embedded questions", "case studies" as their utilization (c) found "duration" more salient feature than "editing", "resolution", "subtitles", "music", "voice". findings implications for design foundations future avenues.
Language: Английский
Citations
11