Investigating the Effects of Affective Pedagogical Agent and Meta‐Cognitive Prompts in Online Learning Environment
Bibliographic Data
| ID | 21499667 |
|---|---|
| Authors | Yanqing Wang (0000-0002-5961-0482, Department of Psychology Hebei Normal University Shijiazhuang China), Shaoying Gong (Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU) Ministry of Education Wuhan China), Shao-Ying Gong (0000-0002-2062-6188, Ministry of Education of the People's Republic of China, corresponding author), Ning Jia (0000-0002-5659-5731, Department of Psychology Hebei Normal University Shijiazhuang China), Ying Liu (0000-0001-5584-7805, Department of Psychology Hebei Normal University Shijiazhuang China) |
| Year | 2025 |
| Volume | 41 |
| Issue | 6 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.70157 |
| OpenAlex | W4416679645 |
| Language | EN |
| References cited | 55 |
Arousal · Cognition · Educational technology · Metacognition · Online learning · Transfer of learning · Intelligent Tutoring Systems and Adaptive Learning · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes
Cognitive Load Theory
Scaffolding game-based learning
Academic Emotions and Student Engagement
The Case for Social Agency in Computer-Based Teaching
Benefits of emotional design in multimedia instruction
Measures of emotion
Academic Emotions in Students' Self-Regulated Learning and Achievement
Parallel empathy or reactive empathy? The role of emotional support provided by affective pedagogical agent in online learning
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches
The benefit of reflection prompts for encouraging learning with hints in an online programming course
Learning with human and virtual instructors who display happy or bored emotions in video lectures
Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes
Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities
Instructor–learner neural synchronization during elaborated feedback predicts learning transfer
Fostering generative learning from video lessons
Development and validation of brief measures of positive and negative affect
Metacognition and cognitive monitoring
| Citation velocity | historical |
|---|---|
| Highly cited | No |