You are here:

All or Nothing: Levels of Sociability of a Pedagogical Software Agent and its Impact on Student Perceptions and Learning
Article

, , Michigan State University, United States ; , Hanover College, United States

Journal of Educational Multimedia and Hypermedia Volume 14, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This paper reports the results of an experimental study on multimedia learning environments, which investigated the impact that increasing the social behaviors of a pedagogical agent has on students' perceptions of social presence, their perceptions of the learning experience, and learning. Paradoxically, in this experiment students detected higher degrees of social presence in both the text only and the fully animated social agent conditions than students in the voice only and the static image of the agent with voice conditions. Furthermore, students had more positive perceptions of the learning experience in the text only condition. The results support the careful design of social behaviors for animated pedagogical agents if they are to be of educational value, otherwise, the use of agent technology can actually detract from the learning experience.

Citation

Hershey Dirkin, K., Mishra, P. & Altermatt, E. (2005). All or Nothing: Levels of Sociability of a Pedagogical Software Agent and its Impact on Student Perceptions and Learning. Journal of Educational Multimedia and Hypermedia, 14(2), 113-127. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2023 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416-427.
  2. Baylor, A. L. (2002). Expanding preservice teachers’ metacognitive awareness of instructional planning through pedagogical agents. Educational Technology Research & Development, 50(2), 5-22.
  3. Baylor, A., & Ryu, J. (2003). The effects of image and animation in enhancing pedagogical agent persona. Journal of Educational Computing Research, 28(4), 373-395.
  4. Baylor, A. L., & Ebbers, S. (2003, June). The pedagogical agent split-persona effect: When two agents are better than one. Paper presented at the ED-MEDIA conference, Honolulu, Hawaii.
  5. Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artifi cial Intelligence in Education, 11, 47-78.
  6. Lester, J., Converse, S., Kahler, S., Barlow, T., Stone, B., & Bhogal, R. (1997). The persona effect: Affective impact of animated pedagogical agents. Paper presented at the Proceedings of CHI ‘97 (Human Factors in Computing Systems), New York.
  7. Lester, J., Converse, S., Stone, B. A., Kahler, S. E., & Barlow, S. T. (1997). Animated pedagogical agents and problem-solving effectiveness: A large-scale empirical evaluation. Paper presented at the Proceedings of the Eighth World Conference on Artifi cial Intelligence in Education, Kobe, Japan. Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. 3(2), Available: http://www.ascusc.org/jcmc/vol3/issue2/lombard.html. Lombard, M., Ditton, T. B., Crane, D., Davis, B., Gil-Egui, G., Horvath, K., Rossman, J., & Park, S. (2000). Measuring presence: A literature-based approach to the development of a standardized paper-and-pencil instrument.
  8. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
  9. Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.
  10. Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320.
  11. Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker’s voice. Journal of Educational Psychology, 95(2), 419-425.
  12. Mishra, P., Nicholson, M., & Wojcikiewicz, S. (2003). Seeing ourselves in the computer: How we relate to technologies. In B. C. Bruce (Ed.), Literacy in the information age: Inquiries into meaning making with new technologies. (pp. 116-127) Newark, DE: International Reading Association. (Reprinted from Journal of Adolescent and Adult Literacy. 44 Journal of Adolescent and Adult Literacy. 44 Journal of Adolescent and Adult Literacy (7), 634-641).
  13. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358-368.
  14. Moreno, R., & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92(4), 724-733.
  15. Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition & Instruction, 19(2), 177-213.
  16. Nass, C. I., Moon, Y., Morkes, J., Kim, E.-Y., & Fogg, B. J. (1997). Computers are social actors: A review of current research. In B. Friedman (Ed.), Human values and the design of computer technology. Cambridge: University Press. (pp. 137-163).
  17. Reeves, B., & Nass, C. I. (1996). The media equation: How people treat computers, television, and new media like real people and places. Cambridge, U.K.: Cambridge University Press.
  18. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: Wiley.
  19. Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 726764). New York: Macmillan.
  20. Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria, Australia: Australian Council for Educational Research.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections