The Experts below are selected from a list of 5850 Experts worldwide ranked by ideXlab platform
Amy L Baylor - One of the best experts on this subject based on the ideXlab platform.
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research based design of Pedagogical Agent roles a review progress and recommendations
International Journal of Artificial Intelligence in Education, 2016Co-Authors: Yanghee Kim, Amy L BaylorAbstract:In this paper we review the contribution of our original work titled “Simulating Instructional Roles Through Pedagogical Agents” published in the International Journal of Artificial Intelligence and Education (Baylor and Kim in Computers and Human Behavior, 25(2), 450–457, 2005). Our original work operationalized three instructional roles as simulated through Pedagogical Agents, and demonstrated the effectiveness of these Agent roles on learning and motivation. Since the publication of our work, Pedagogical Agent research has expanded its scope from the provision of intelligent guidance to a broad interest in Agents’ social and affective support for learners. We discuss current progress in Pedagogical Agent roles and capabilities, and speculate about the future of Agent role design. We expect that optimizing the roles of artificial beings including on-screen Agents and robots will continue to interest the educational technology community as these technologies continue to evolve.
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effects of motivational and volitional messages on attitudes toward engineering comparing text messages with animated messages delivered by a Pedagogical Agent
Cognition and Exploratory Learning in Digital Age, 2007Co-Authors: Chanmin Kim, John M Keller, Amy L BaylorAbstract:This study tested strategies incorporating change management, motivational, and volitional characteristics in order to facilitate positive attitudes toward engineering. In an introductory engineering course, the strategies were distributed via email to two groups: one received the strategies with an animated Pedagogical Agent (Agent-MVM) and the other received the strategies in a text-only format (Text-MVM). The effects of the strategies on attitudes were compared with the control group which received neither formats of the strategy message. Contrary to expectations, the results indicated that the attitudes of the Agent-MVM group were not significantly more positive than the Text-MVM group or the control group. Possible explanations for the findings are discussed along with implications and possibilities for future studies.
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Pedagogical Agent research and development next steps and future possibilities
Artificial Intelligence in Education, 2005Co-Authors: Amy L Baylor, Ron Cole, Arthur C Graesser, Lewis W JohnsonAbstract:The purpose of this interdisciplinary panel of leading Pedagogical Agent researchers is to discuss issues regarding implementation of Agents as “simulated humans,” Pedagogical Agent affordances/constraints, and future research and development possibilities.
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preliminary design guidelines for Pedagogical Agent interface image
Intelligent User Interfaces, 2005Co-Authors: Amy L BaylorAbstract:Pedagogical Agent image is a key feature for animated interface Agents. Experimental research indicates that Agent interface images should be carefully designed, considering both the relevant outcomes (learning or motivational) together with student characteristics. This paper summarizes empirically-derived design guidelines for Pedagogical Agent image.
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the psychometric structure of Pedagogical Agent persona
2005Co-Authors: Jeeheon Ryu, Amy L BaylorAbstract:This paper describes the development and validation of an instrumentfor measuring learner perception of Pedagogical Agent persona. Aftercollating items from other empirical studies, exploratory andconfirmatory factor analyses were conducted with three samples ofundergraduate students working within the Multiple Intelligent MentorsInstructing Collaboratively (MIMIC) Agent-based research environment.The final model identified four Pedagogical Agent persona factors(Credible, Facilitating Learning, Engaging, and Human-like) and twolatent variables (Informational Usefulness and Affective Interaction).Results suggest that there are two primary aspects to student perceptionof a Pedagogical Agent’s persona: 1) its role as a knowledgeableinstructor that facilitates learning; and, 2) its provision of affective,human-like interactions in the process. The final model is discussed withrespect to its implications for Pedagogical Agent research and computer-based instructor characteristics.
Noah L Schroeder - One of the best experts on this subject based on the ideXlab platform.
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measuring Pedagogical Agent persona and the influence of Agent persona on learning
Computer Education, 2017Co-Authors: Noah L Schroeder, William L Romine, Scotty D CraigAbstract:Pedagogical Agents are virtual characters embedded within a learning environment to enhance student learning. Researchers are beginning to understand the conditions in which Pedagogical Agents can enhance learning, but many questions still remain. Namely, the field has few options in terms of measurement instruments, and limited research has investigated the influence of Pedagogical Agent persona, or the way the Agent is perceived by students, on learning outcomes. In this study, we re-examine the Agent Persona Instrument (API) using confirmatory factor analysis and Rasch methods. We then examine the influence of Agent persona on learning outcomes using path analysis. The results confirmed the four factor structure of the instrument, and the fit of items with the Rasch model demonstrates construct validity in our context. However, the analyses indicated that revisions to the instrument are warranted. The path analysis revealed that affective interaction significantly influenced information usefulness variables, however perceptions measured by the API had no significant impact on learning outcomes. Suggestions for revising the API are provided. The four factor structure of the Agent Persona Instrument is re-examined.Rasch methods were used to examine the construct validity of the instrument.Results indicate the instrument is a useful tool, but would benefit from revisions.Path analysis revealed perceptions did not significantly influence learning.
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impacts of Pedagogical Agent gender in an accessible learning environment
Educational Technology & Society, 2015Co-Authors: Noah L Schroeder, Olusola AdesopeAbstract:Introduction Learning technologies are changing not only the way we learn, but also how we engage and communicate with one another (Archembault & Crippen, 2009). Without a doubt, the digital media produced by such technologies have significant impacts on modern life (Warschauer & Matuchniak, 2010). While digital media produce new challenges in teaching and learning, technology allows for innovation in the classroom (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2011). For example, innovative technologies have given us Pedagogical Agents, which are virtual characters visually present in multimedia environments for the purpose of facilitating learning (Moreno, 2005). While some studies have shown that Pedagogical Agents hold potential for facilitating learning (Clarebout, Elen, Johnson, & Shaw, 2002; Schroeder, Adesope, & Barouch Gilbert, 2013), their design and implementation must be thoughtfully guided. For instance, Veletsianos, Miller, and Doering (2009) suggested that Pedagogical Agent implementation should focus on improving "the social, Pedagogical, and technological opportunities provided to learners" (p. 179). If these considerations remain absent yet an Agent is implemented in a learning system, it is possible that a split-attention effect could occur (Moreno, 2005). In other words, a Pedagogical Agent's presence could be distracting to the learner (Moreno, 2005; van Mulken, Andre, & Muller, 1998), thereby inhibiting learning. Hence, it appears that implementing a Pedagogical Agent effectively is not only a matter of obtaining the appropriate software, but also appropriately designing the Agent to enhance learning. While the theoretical implementations of Pedagogical Agents are appealing, one may wonder what practical use they offer. Researchers have claimed that Pedagogical Agents can model or demonstrate tasks or skills, help coach students, or even provide scaffolding for learning (Clarebout, Elen, Johnson, & Shaw, 2002). Clearly, when articulated and implemented appropriately Pedagogical Agents provide a versatility rivaled by few technology tools. Further, as demonstrated by previous research, Pedagogical Agents can be used in a wide range of instructional domains, including the humanities, mathematics, and science (e.g., Atkinson, 2002; Domagk, 2010; Dunsworth & Atkinson, 2007; Johnson, Ozogul, Moreno, & Reisslein, 2013; Kizilkaya & Askar, 2008; Moreno, Mayer, Spires, & Lester, 2001; Ozogul, Johnson, Atkinson, & Reisslein, 2013). Yet, these experiments represent just the tip of the iceberg. The potential uses of Pedagogical Agents are what provide the most exciting insights. For instance, as technology evolves, Pedagogical Agents could help learners participate in virtual science experiments in biology or chemistry classrooms, explore virtual environments or museums in history or government classes, or even demonstrate the customs of different cultures for those learning a second language or planning to travel abroad. It is plausible that as one technological innovation leads to the next, the role the Pedagogical Agent plays will be limited only by the software's abilities and by the designer's imagination. Yet, one aspect of Pedagogical Agent implementation that deserves thorough investigation is the effect of the Agent's physical appearance (Domagk, 2010; Veletsianos, 2010). Researchers have found that learners stereotype Pedagogical Agents by their physical appearance and non-verbal cues (Moreno et al., 2002; Veletsianos, 2010). This study investigates one particular facet of this interaction: gender stereotypes and their impact on learning and perceptions. Gender stereotypes are unconscious thought processes that guide expectations of how each gender should look, speak, and behave (Llorente & Morales, 2012; Erdin, 2009). Accordingly, it is easy to see how gender stereotypes could influence an interaction between the Agent and the learner. …
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persisting issues in Pedagogical Agent research
Journal of Educational Computing Research, 2015Co-Authors: Noah L Schroeder, Chad M GotchAbstract:Virtual characters have become ubiquitous in multimedia applications, appearing in numerous contexts such as characters in video games, avatars in immersive worlds, or tutors in multimedia learning...
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how does a contextually relevant peer Pedagogical Agent in a learner attenuated system paced learning environment affect cognitive and affective outcomes
The Journal of Teaching and Learning, 2013Co-Authors: Noah L Schroeder, Olusola AdesopeAbstract:Educational technology is becoming ubiquitous in schools, thus presenting new challenges in the classroom. For instance, teachers may struggle to find ways to motivate students to learn in multimedia learning environments. One plausible solution is the use of Pedagogical Agents, which are characters meant to facilitate learning in multimedia learning environments. This study examines the impact of a contextually-relevant, peer Agent compared to a condition which provided narration and concurrent keywords displayed on the screen. The findings revealed no statistically significant differences between the two groups. The results, in part, support the presence principle of multimedia learning.However, the results do not suggest that a Pedagogical Agent is deemed a seductive detail, or distraction during the learning task. Rather, the Agent’s presence does not have any significant effect on learning or affective outcomes.
Sanghoon Park - One of the best experts on this subject based on the ideXlab platform.
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the effects of social cue principles on cognitive load situational interest motivation and achievement in Pedagogical Agent multimedia learning
Educational Technology & Society, 2015Co-Authors: Sanghoon ParkAbstract:Introduction The use of animated Pedagogical Agents in multimedia learning environments has increased as new technologies have made them more accessible (Gholson & Craig, 2002; Johnson, Rickel, & Lester, 2000). Pedagogical Agents are animated life-like characters enabled with speech, gesture, movement, and human-like behaviors (Sweller, Ayres, & Kalyuga, 2011) and designed to facilitate learning in multimedia learning environments (Johnson et al., 2000). Pedagogical Agents can embody different Pedagogical roles to support learners by supplanting, scaffolding, coaching, testing, or demonstrating or modeling a procedure (Schroeder & Adesope, 2014). Previous studies have claimed the positive influences of Pedagogical Agents on student motivation and interest (Atkinson, 2002; Moreno, 2005) and also have indicated positive effects on student attitude toward learning and performance (Baylor, 2002a, 2002b; Baylor & Ryu, 2003; Moreno et al., 2001). However, other studies reported that Pedagogical Agents in multimedia learning could cause unnecessary cognitive load (Choi & Clark, 2006; Clark & Choi, 2005) called extraneous cognitive load. For example, the split-attention effect could occur when multiple sources of information are presented in split-attention without being integrated (Ayres & Sweller, 2014). The modality effect also can be caused when multiple sources of information are presented in single-modality not in dual modality (Low & Sweller, 2014). Both split-attention effect and modality effect are considered cognitive load effects caused by information presented through multiple information sources. According to cognitive load theory (CLT), our brain utilizes two primary types of memory, the working memory and the long term memory, to process, store, and access information (Kalyuga, 2011; Sweller, 2005; Sweller, van Merrienboer, & Paas, 1998). Due to the limited capacity of the working memory, learners must cope with a certain level of cognitive load to process newly presented information. In Pedagogical Agent multimedia learning, both auditory and visual channels of information can be engaged in working memory from two different sources that are Pedagogical Agent and on-screen multimedia material, thus influence learners' cognitive load as a whole. Cognitive load theorists (Pass, Renkl, & Sweller, 2003; Sweller, 1999, 2005) agree that three different types of cognitive load need to be considered in designing instruction: (a) intrinsic cognitive load, (b) extraneous cognitive load, and (c) germane cognitive load. Intrinsic cognitive load is imposed by the intrinsic nature of presented information or learning task itself and should be reduced (i.e., task difficulty). Extraneous cognitive load results from the ineffective instructional design and needs to be prevented (e.g., format of instructional materials). Germane cognitive load is also imposed by instructional design but is effective for learning (e.g., a learner's effortful process of understanding). The distinction between intrinsic cognitive load and germane cognitive load is not clearly made (see Sweller, Ayres, & Kalyuga, 2011) because germane cognitive load is not imposed by the nature and structure of the learning materials. However, germane cognitive load has been associated with various additional cognitive activities that are designed to foster schema acquisition (Kalyuga, 2010). Therefore, it would be reasonable to consider germane cognitive load as sources of auxiliary cognitive activities to enhance learning outcomes or to increase learner motivation (Kalyuga, 2010). Applying the types of cognitive load to designing multimedia learning environments, Mayer (2009, 2014b) suggested three kinds of cognitive processing demands in his cognitive theory of multimedia learning (CTML) that are extraneous processing, essential processing, and generative processing (also see Moreno & Mayer, 2010). …
Olusola Adesope - One of the best experts on this subject based on the ideXlab platform.
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impacts of Pedagogical Agent gender in an accessible learning environment
Educational Technology & Society, 2015Co-Authors: Noah L Schroeder, Olusola AdesopeAbstract:Introduction Learning technologies are changing not only the way we learn, but also how we engage and communicate with one another (Archembault & Crippen, 2009). Without a doubt, the digital media produced by such technologies have significant impacts on modern life (Warschauer & Matuchniak, 2010). While digital media produce new challenges in teaching and learning, technology allows for innovation in the classroom (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2011). For example, innovative technologies have given us Pedagogical Agents, which are virtual characters visually present in multimedia environments for the purpose of facilitating learning (Moreno, 2005). While some studies have shown that Pedagogical Agents hold potential for facilitating learning (Clarebout, Elen, Johnson, & Shaw, 2002; Schroeder, Adesope, & Barouch Gilbert, 2013), their design and implementation must be thoughtfully guided. For instance, Veletsianos, Miller, and Doering (2009) suggested that Pedagogical Agent implementation should focus on improving "the social, Pedagogical, and technological opportunities provided to learners" (p. 179). If these considerations remain absent yet an Agent is implemented in a learning system, it is possible that a split-attention effect could occur (Moreno, 2005). In other words, a Pedagogical Agent's presence could be distracting to the learner (Moreno, 2005; van Mulken, Andre, & Muller, 1998), thereby inhibiting learning. Hence, it appears that implementing a Pedagogical Agent effectively is not only a matter of obtaining the appropriate software, but also appropriately designing the Agent to enhance learning. While the theoretical implementations of Pedagogical Agents are appealing, one may wonder what practical use they offer. Researchers have claimed that Pedagogical Agents can model or demonstrate tasks or skills, help coach students, or even provide scaffolding for learning (Clarebout, Elen, Johnson, & Shaw, 2002). Clearly, when articulated and implemented appropriately Pedagogical Agents provide a versatility rivaled by few technology tools. Further, as demonstrated by previous research, Pedagogical Agents can be used in a wide range of instructional domains, including the humanities, mathematics, and science (e.g., Atkinson, 2002; Domagk, 2010; Dunsworth & Atkinson, 2007; Johnson, Ozogul, Moreno, & Reisslein, 2013; Kizilkaya & Askar, 2008; Moreno, Mayer, Spires, & Lester, 2001; Ozogul, Johnson, Atkinson, & Reisslein, 2013). Yet, these experiments represent just the tip of the iceberg. The potential uses of Pedagogical Agents are what provide the most exciting insights. For instance, as technology evolves, Pedagogical Agents could help learners participate in virtual science experiments in biology or chemistry classrooms, explore virtual environments or museums in history or government classes, or even demonstrate the customs of different cultures for those learning a second language or planning to travel abroad. It is plausible that as one technological innovation leads to the next, the role the Pedagogical Agent plays will be limited only by the software's abilities and by the designer's imagination. Yet, one aspect of Pedagogical Agent implementation that deserves thorough investigation is the effect of the Agent's physical appearance (Domagk, 2010; Veletsianos, 2010). Researchers have found that learners stereotype Pedagogical Agents by their physical appearance and non-verbal cues (Moreno et al., 2002; Veletsianos, 2010). This study investigates one particular facet of this interaction: gender stereotypes and their impact on learning and perceptions. Gender stereotypes are unconscious thought processes that guide expectations of how each gender should look, speak, and behave (Llorente & Morales, 2012; Erdin, 2009). Accordingly, it is easy to see how gender stereotypes could influence an interaction between the Agent and the learner. …
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how does a contextually relevant peer Pedagogical Agent in a learner attenuated system paced learning environment affect cognitive and affective outcomes
The Journal of Teaching and Learning, 2013Co-Authors: Noah L Schroeder, Olusola AdesopeAbstract:Educational technology is becoming ubiquitous in schools, thus presenting new challenges in the classroom. For instance, teachers may struggle to find ways to motivate students to learn in multimedia learning environments. One plausible solution is the use of Pedagogical Agents, which are characters meant to facilitate learning in multimedia learning environments. This study examines the impact of a contextually-relevant, peer Agent compared to a condition which provided narration and concurrent keywords displayed on the screen. The findings revealed no statistically significant differences between the two groups. The results, in part, support the presence principle of multimedia learning.However, the results do not suggest that a Pedagogical Agent is deemed a seductive detail, or distraction during the learning task. Rather, the Agent’s presence does not have any significant effect on learning or affective outcomes.
Jeeheon Ryu - One of the best experts on this subject based on the ideXlab platform.
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increasing persona effects does it matter the voice and appearance of animated Pedagogical Agent
Educational Technology International, 2018Co-Authors: Jeeheon RyuAbstract:The animated Pedagogical Agent has been implemented to promote learning outcomes and motivation in multimedia learning. It has been claimed that one of the advantages of using Pedagogical Agent is persona effect - the personalization or social presence of Pedagogical Agent can enhance learning engagement and motivation. However, prior research is inconclusive as to whether and how the features of the Pedagogical Agent have effects on the persona effect. This study investigated whether the similarity between a Pedagogical Agent and the real instructor in terms of the voice and outlook would improve students’ perception of the Agent’s persona. The study also examined the effect by the size of Pedagogical Agent on the persona perception. Two experiments were conducted with a total of 115 college students. Experiment 1 indicated a significant main effect of voice on the persona perception. Experiment 2 was conducted to examine whether the size of Pedagogical Agent would affect the voice effect on the persona perception. The results showed that the instructor-like voice yielded higher persona perception regardless of the Pedagogical Agent’s size. Overall, the study findings indicated that the similarity in voice positively fostered the Agent’s persona.
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use of animated Pedagogical Agent in sport management education effect on students situational interest
Sport Management Education Journal, 2017Co-Authors: Giyong Koo, Sara Shoffner, Jeeheon RyuAbstract:The purpose of this study was to investigate how an animated Pedagogical Agent (APA) affected an individual’s level of situational interest (SI) using a case study in online education. Although online learning has become popular, the lack of social cues for students in distance-learning contexts has been suggested as problematic. APA has been conceptualized to support social agency theory between students and learning contents. SI has been considered to activate student’s immediate affective response to engage in an authentic learning context. The study examined the effect of APA in a case study on triggered-SI and maintained-SI to determine the benefits of multimedia-based instruction in online learning. A three-factor model including triggered-SI, maintained-SI-feeling, and maintained-SI-value was tested. Results revealed that the use of APA in a case study more positively stimulated students’ SI specific to triggered-SI and maintained-SI-value. Therefore, the implementation of the APA in a distance edu...
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the psychometric structure of Pedagogical Agent persona
2005Co-Authors: Jeeheon Ryu, Amy L BaylorAbstract:This paper describes the development and validation of an instrumentfor measuring learner perception of Pedagogical Agent persona. Aftercollating items from other empirical studies, exploratory andconfirmatory factor analyses were conducted with three samples ofundergraduate students working within the Multiple Intelligent MentorsInstructing Collaboratively (MIMIC) Agent-based research environment.The final model identified four Pedagogical Agent persona factors(Credible, Facilitating Learning, Engaging, and Human-like) and twolatent variables (Informational Usefulness and Affective Interaction).Results suggest that there are two primary aspects to student perceptionof a Pedagogical Agent’s persona: 1) its role as a knowledgeableinstructor that facilitates learning; and, 2) its provision of affective,human-like interactions in the process. The final model is discussed withrespect to its implications for Pedagogical Agent research and computer-based instructor characteristics.
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the effects of image and animation in enhancing Pedagogical Agent persona
Journal of Educational Computing Research, 2003Co-Authors: Amy L Baylor, Jeeheon RyuAbstract:The purpose of this experimental study was to test the role of image and animation on: a) learners' perceptions of Pedagogical Agent persona characteristics (i.e., extent to which Agent was person-like, engaging, credible, and instructor-like); b) Agent value; and c) performance. The primary analysis consisted of two contrast comparisons: 1) comparing the presence/absence of Agent image; and 2) comparing static versus animated Agent images. In the study, 75 preservice teachers developed an instructional plan for a case study involving designing economics instruction for the concepts of supply and demand within the MIMIC (Multiple Intelligent Mentors Instructing Collaboratively) Agent-based environment. Overall, animation was found to be beneficial for all four persona characteristics, but not always as the single best implementation. For the Agent to be perceived as instructor-like, a strong positive effect was found for the presence of Agent animation. Agent credibility was facilitated by either a static...
