A Social-Cognitive Framework for Pedagogical Agents as Learning Companions
Educational Technology Research and Development Volume 54, Number 6, ISSN 1042-1629
Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)--animated digital characters functioning to simulate human-peer-like interaction--might provide an opportunity to simulate such social interaction in computer-based learning. In this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition, social interaction, and Bandura's social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives, we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary.
Kim, Y. & Baylor, A.L. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research and Development, 54(6), 569-596.
Cited ByView References & Citations Map
The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment
Tze Liew, Multimedia University, Malaysia; Nor Zin & Noraidah Sahari, National University of Malaysia; Su-Mae Tan, Multimedia University, Malaysia
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
An investigation into the management of online teaching and learning spaces: A case study involving graduate research students
Rohan Jowallah, University of Central Florida
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
Roy Bhakta, Maggi Savin-Baden & Gemma Tombs, Coventry University, United Kingdom
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 2295–2301
Determining the effectiveness of pedagogical learning agents in a self-management health program for older adults living with COPD.
Donna Feledichuk, University of Alberta, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1113–1120
Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension / Définir des lignes directrices fondées sur des données empiriques pour les technologies d’apprentissage avancé qui favorisent la compr
Eric Poitras; Gregory Trevors & Gregory Trevors, McGill University
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 1 (Feb 22, 2012)
Effects of animated agent with instructional strategies in facilitating student achievement of different educational objectives in multimedia learning
Hsin I Yung, The Pennsylvania State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 4 (October 2009) pp. 453–466
Narration in Multimedia Learning Environments: Exploring the Impact of Voice Origin, Gender, and Presentation mode
Caroline Harrison & Atkinson Robert, Arizona State University, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 980–985
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.