Frontiers in Psychology,
Год журнала:
2022,
Номер
13
Опубликована: Июнь 10, 2022
This
study
aimed
to
explore
the
impact
of
emotional
feedback
and
elaborated
provided
by
a
pedagogical
agent
(PA)
on
learners'
emotions,
intrinsic
motivation,
perception,
cognitive
load,
transfer
performance
in
multimedia
learning.
The
experiment
was
conducted
based
an
actual
undergraduate
course.
Undergraduate
students
(
N
=
117)
were
randomly
assigned
one
four
conditions,
where
PA's
differed
(with
vs.
without)
(elaborated
knowledge
results).
Results
revealed
that
reduced
confusion,
activated
enhanced
perception.
In
addition,
improved
but
germane
load.
Surprisingly,
there
no
significant
interaction
between
feedback.
These
findings
had
implications
for
designing
PA
with
fulfilling
needs
maximize
Review of Educational Research,
Год журнала:
2021,
Номер
92(3), С. 413 - 454
Опубликована: Окт. 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.
Computers & Education,
Год журнала:
2022,
Номер
188, С. 104564 - 104564
Опубликована: Май 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.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Июль 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.
Educational Psychology Review,
Год журнала:
2024,
Номер
36(1)
Опубликована: Янв. 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.
npj Science of Learning,
Год журнала:
2025,
Номер
10(1)
Опубликована: Янв. 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.
