Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew, Tze Wei; Zin, Nor Azan Mat; Sahari, Noraidah

doi:10.1186/s13673-017-0089-2

Cited by 71 publications

(77 citation statements)

References 50 publications

(133 reference statements)

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“…Another relevant behavior that is highly appreciated by Millennials during lessons is enthusiasm, for both the verbal and non-verbal communication situations. Enthusiasm rekindles positive emotions in the student, and also leads to a higher attention rate and positive results in cognitive engagement (Liew, Zin & Sahari, 2017).…”

Section: Rq2 Required Skills For Teachers To Master the Vcmentioning

confidence: 99%

Virtual Classroom: Teacher Skills to Promote Student Engagement

Bigné

Badenes

Ruiz

et al. 2018

JMBE

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The Virtual Classroom is the main tool for blended learning, since it allows the breaking of time and space barriers between the teacher and the student. In order to develop and put into practice a higher studies course through this tool, teachers need to have a series of skills related to the command of digital technologies and an understanding of students’ affective and behavioral states: and to then apply appropriate communication strategies to deliver course content and prepare students for this innovative learning approach. This study reviews educational research literature on virtual classrooms, teacher behavior and student engagement to establish a theoretical model that explains the type of abilities that teachers must develop to achieve student engagement in academic activities. These abilities are classified in three categories: technical, affective and communicative. Furthermore, several learning theories (objectivism, constructivism and connectivism) are reviewed to conduct an appropriate Virtual Classroom design and implementation that can adapt to each student’s specific learning needs. Future study lines, as well as empirical proposals to go deeper into these theoretical propositions, are presented.

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Section: Rq2 Required Skills For Teachers To Master the Vcmentioning

confidence: 99%

Virtual Classroom: Teacher Skills to Promote Student Engagement

Bigné

Badenes

Ruiz

et al. 2018

JMBE

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“…Hence, social cues such as facial expressions and conversational dialogues from talking avatars can trigger automatic social responses in people. For instance, some of the social rules found relevant in human-computer interaction include stereotype [10], inhibition/facilitation [11], politeness [12], personality matching/mismatching [13,14], empathy [15], emotional contagion [16,17], specialistgeneralist attribution [18,19], and venting [20]. Likewise, consumers tend to psychologically profile e-commerce avatars as (1) virtual assistant, (2) friendly host, and (3) recommender agent [21].…”

mentioning

confidence: 99%

Exploring the effects of a non-interactive talking avatar on social presence, credibility, trust, and patronage intention in an e-commerce website

Liew

Tan

Ismail

2017

Hum. Cent. Comput. Inf. Sci.

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While prior research has examined the effects of interactive e-commerce avatars that simulate the roles of virtual assistants and recommender agents, there is lack of empirical study that investigates the effects of non-interactive talking avatars in e-commerce. This is unfortunate, as many websites today utilize non-interactive talking avatars that provide one-way dialogue in the forms of greetings, introduction of the company, and description of products and services offered. To bridge this gap, our study aims to investigate the effects of non-interactive talking avatar on perceptions of social presence, credibility, website trust, and patronage intention in an online store. Comparing between the experimental (website with avatar) and control (website without avatar) conditions, the experimental results showed that perceived social presence was significantly enhanced by the presence of the non-interactive talking avatar. Furthermore, the presence of the avatar had positive effects on website trust and patronage intention among male participants; but had negative effects on perceptions of information credibility and website patronage intention among females. Analysis based on participants’ comments suggests that females were more critical towards certain shortcomings of the non-interactive talking avatar; citing limited interactivity and artificial dialogue from text-to-speech engine. Additionally, the comment analysis suggests that females preferred processing textual over auditory information (as spoken by the avatar) about the products in the online store. Theoretical and managerial implications related to non-interactive talking avatars are discussed in this paper.

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“…Veletsianos and Russell [12] defined pedagogical agents as anthropomorphous virtual characters employed in online learning environments to serve various instructional goals. Pedagogical agents were employed by Carlotto and Jacques [13], Kim [14], Liew, Zin, and Sahari [15], and Kim, Thayne, and Wei [16] in a form of an animated characters, virtual or digital characters. It was used as a chatbot as reported by Savin-Baden, Tombs, and Bhakta [17], an influencer such as of Kim and Baylor [18], or a tutor Kim [14].…”

Section: Review Of Related Workmentioning

confidence: 99%

JEPPY: An Interactive Pedagogical Agent to Aid Novice Programmers in Correcting Syntax Errors

Perez¹,

Dinawanao²,

Tabanao³

2020

IJACSA

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Programming is a complicated task and correcting syntax error is just one among the many tasks that makes it difficult. Error messages produced by the compiler allow novice learners to know their errors. However, these messages are puzzling, and most of the times misleading due to cascading of errors, which can be detrimental to running a syntax-error free program. In most laboratory setting, it is the role of the teachers to assist their students while doing activities. However, in our experienced, considering the large number of students in a class, it may seem difficult for teachers to assist their students one-byone given the time constraints. In this paper, the design and implementation of an interactive pedagogical agent named JEPPY is presented. It is intended to assist novice learners learning to program using C++ as a programming language. In order to see on how students struggle or progress in dealing with errors, the proponents implemented the Error Quotient (EQ) developed by Jadud. The principles of the cognitive requirements of an agentbased learning environment were followed. The agent was put into test by novice learners in a laboratory setting. Logs of interaction between the embodied agent and the participants were recorded, aside from the compile errors and edit actions. These mechanisms show us some insight on the interaction behavior of learner to the agent.

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Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Cited by 71 publications

References 50 publications

Virtual Classroom: Teacher Skills to Promote Student Engagement

Virtual Classroom: Teacher Skills to Promote Student Engagement

Exploring the effects of a non-interactive talking avatar on social presence, credibility, trust, and patronage intention in an e-commerce website

JEPPY: An Interactive Pedagogical Agent to Aid Novice Programmers in Correcting Syntax Errors

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