Do Pedagogical Agents Enhance Software Training
Bibliographic Data
| ID | 15215823 |
|---|---|
| Authors | Hans van der Meij (0000-0001-7615-8216, University of Twente, corresponding author) |
| Year | 2013 |
| Volume | 28 |
| Issue | 6 |
| Pages | 518-547 |
| Publication date | 2013-03-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Human-Computer Interaction (JOURNAL) |
| Journal identifiers | ISSN: 0737-0024 • E-ISSN: 1532-7051 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/07370024.2013.789348 |
| OpenAlex | W2126450504 |
| Language | EN |
| Citations received | 1 |
| References cited | 71 |
This study investigates whether a tutorial for software training can be enhanced by adding a pedagogical agent, and whether the type of agent matters (i.e., cognitive, motivational, or mixed). The cognitive agent was designed to stimulate students to process their experiences actively. The motivational agent was designed to increase perceived task relevance and self-efficacy beliefs. A mixed agent combined these features. Process and product data were recorded during and after software training of students from the upper grades of vocational education (M age = 16.2 years). Comparison of scores on performance measures during training revealed a significant advantage of working with the motivational and mixed agents for two important motivational mediators for learning (i.e., strategy systematicity and mood). All students were highly successful during training, improving from an average 30% task completion score on the pretest to a 77% posttest score. On a retention measure 3 weeks later, task completion was still at 66%. Working with the motivational and control agents yielded significantly higher retention scores, whereas working with the motivational and mixed agents led to significantly higher scores on task relevance and self-efficacy beliefs after training. The discussion reflects on the possibilities for improving the internal and external properties of the agents
Cognition · Mood · Pedagogy · Process (computing · Relevance (law · Task (project management · Vocational education · Applied Psychology · Computer Science · Engineering · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology · Social Psychology
Multimedia Learning
Motivational Design for Learning and Performance
The Cambridge Handbook of Multimedia Learning
Measurement of Cognitive Load in Instructional Research
Self‐Explanations
Development and use of the ARCS model of instructional design
Cognitive Load Theory and Complex Learning
The Case for Social Agency in Computer-Based Teaching
Learning from Examples
Multimedia learning
Self-Efficacy
Motivational Beliefs, Values, and Goals
The Strategic Use of Complex Computer Systems
Modeling and evaluating empathy in embodied companion agents
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |