A systematic review of pedagogical agent research: Similarities, differences and unexplored aspects

Computers & Education, Год журнала: 2022, Номер 190, С. 104607 - 104607

Опубликована: Авг. 12, 2022

Язык: Английский

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The effects of affective pedagogical agent in multimedia learning environments: A meta-analysis

Educational Research Review, Год журнала: 2022, Номер 38, С. 100506 - 100506

Опубликована: Дек. 29, 2022

Язык: Английский

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The instructor presence effect and its moderators in instructional video: A series of meta-analyses

Educational Research Review, Год журнала: 2023, Номер 41, С. 100564 - 100564

Опубликована: Ноя. 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.

Язык: Английский

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Emotional design of pedagogical agents: the influence of enthusiasm and model-observer similarity

Educational Technology Research and Development, Год журнала: 2023, Номер 71(3), С. 859 - 880

Опубликована: Март 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.

Язык: Английский

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Pedagogical Agents Communicating and Scaffolding Students’ Learning: High School Teachers’ and Students’ Perspectives

Computers & Education, Год журнала: 2024, Номер 222, С. 105140 - 105140

Опубликована: Авг. 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.

Язык: Английский

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Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals

British Journal of Educational Technology, Год журнала: 2024, Номер 55(4), С. 1290 - 1308

Опубликована: Янв. 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.

Язык: Английский

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A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system

Metacognition and Learning, Год журнала: 2023, Номер 18(3), С. 659 - 691

Опубликована: Май 19, 2023

Язык: Английский

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From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

British Journal of Educational Technology, Год журнала: 2024, Номер unknown

Опубликована: Окт. 28, 2024

Abstract Generative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work daily life, providing a new learning experience for students. This study examines whether instructional videos (AIIV) can facilitate as effectively traditional recorded (RV). We propose an video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech lip synthesis techniques to generate from slides clip or photo of human instructor. Seventy‐six students were randomly assigned learn English words using either AIIV RV, with performance assessed by retention, transfer subjective measures cognitive, emotional, motivational social perspectives. The findings indicate the group performed well RV facilitating learning, showing higher retention but no significant differences transfer. was found offer stronger sense presence. Although other similar between two groups, perceived slightly less favourable. However, still be moderately highly attractive, addressing concerns related uncanny valley effect. research demonstrates AIGC effective tool offering valuable implications use GAI educational settings. Practitioner notes What is already known about this topic Instructional videos, especially those featuring teacher's presence, widely used second language learning. Producing costly burdensome. has great potential generating content. paper adds An (including generated lecture text, voice appearance) demonstrated greater improvement students' word than video. Students satisfaction, motivation, trust, cognitive load, emotions parasocial interaction dimensions, although reported lower values. Despite eliciting significantly value presence video, it led reduction load better performance. Implications practice and/or policy recommend both physical online classes its positive effects on achievement experience. equivalence principle content, highlighting appearance, text current technology reached certain level quality.

Язык: Английский

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How instructors influence learning with instructional videos - The importance of professional appearance and communication

Computers & Education, Год журнала: 2022, Номер 185, С. 104531 - 104531

Опубликована: Апрель 22, 2022

Язык: Английский

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Does the emotional stance of human and virtual instructors in instructional videos affect learning processes and outcomes?

Contemporary Educational Psychology, Год журнала: 2022, Номер 70, С. 102080 - 102080

Опубликована: Май 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.

Язык: Английский

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