Pedagogical agents in K-12 education

A scoping review

Datos Bibliográficos

ID21743948
AutoresShan Zhang (0000-0001-5142-1559, University of Florida), Chris Davis Jaldi (0009-0000-2287-1198, Wright State University), Noah L Schroeder (0000-0002-3281-2594, Wright State University, autor de correspondencia), Jessica R Gladstone (0000-0001-6030-6288, University of Illinois Urbana-Champaign)
Año2025
Volumen57
Número6
Páginas1230-1257
Fecha de publicación2025-11-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Research on Technology in Education (JOURNAL)
Identificadores de la revistaISSN: 1539-1523 • E-ISSN: 1945-0818
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2024.2381229
OpenAlexW4401326716
IdiomaEN
Citas recibidas3
Referencias citadas148

Over the past three decades the field of pedagogical agents (PAs) has seen significant growth, but no review has specifically focused on the design and use of PAs for K-12 students, despite the fact that an early meta-analysis showed that they receive the most benefits from learning from or with PAs. Our systematic search revealed 112 studies that met the inclusion criteria and were analyzed. Our findings revealed a plethora of studies investigating the use of PAs with K-12 populations and a considerable number of longitudinal studies, both of which the field has long stated did not exist in significant numbers. Our findings contrast long-held findings in the field, further support others, and highlight areas where further experimentation and research synthesis are needed

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