Pedagogical-Agent Learning Companions in a Virtual Reality Educational Experience

Novick, David G.; Afravi, Mahdokht; Camacho, Adriana; Rodriguez, Aaron E.; Hinojos, Laura J.

doi:10.1007/978-3-030-21817-1_15

“…For example, an EA may be customized by the learner to suit their preference -such customization has been shown to improve performance for some cognitive tasks (Lin et al, 2017). In another study that tested male versus female pedagogical agents, the female seemed to be preferred overall (Novick et al, 2019). A recent systematic review of pedagogical agents noted that positive results have been found in numerous studies, yet different combinations of features and different outcome variables have not been systematically studied to clarify which features work best or when (Martha and Santoso, 2019).…”

Section: Introductionmentioning

confidence: 99%

Peer Review #2 of "Immersive virtual environments and embodied agents for e-learning applications (v0.2)"

Antoniou¹

2020

0

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Massive Open Online Courses are a dominant force in remote-learning yet suffer from persisting problems stemming from lack of commitment and low completion rates. In this initial study we investigate how the use of immersive virtual environments for Power-Point based informational learning may benefit learners and mimic traditional lectures successfully. We examine the role of embodied agent tutors which are frequently implemented within virtual learning environments. We find similar performance on a bespoke knowledge test and metrics for motivation, satisfaction, and engagement by learners in both real and virtual environments, regardless of embodied agent tutor presence. Our results raise questions regarding the viability of using virtual environments for remote-learning paradigms, and we emphasise the need for further investigation to inform the design of effective remote-learning applications.

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“…For example, an EA may be customized by the learner to suit their preference -such customization has been shown to improve performance for some cognitive tasks (Lin et al, 2017). In another study that tested male versus female pedagogical agents, the female seemed to be preferred overall (Novick et al, 2019). A recent systematic review of pedagogical agents noted that positive results have been found in numerous studies, yet different combinations of features and different outcome variables have not been systematically studied to clarify which features work best or when (Martha and Santoso, 2019).…”

Section: Introductionmentioning

confidence: 99%

Peer Review #3 of "Immersive virtual environments and embodied agents for e-learning applications (v0.1)"

2020

0

View full text Add to dashboard Cite

Massive Open Online Courses are a dominant force in remote-learning yet suffer from persisting problems stemming from lack of commitment and low completion rates. In this initial study we investigate how the use of immersive virtual environments for Power-Point based informational learning may benefit learners and mimic traditional lectures successfully. We examine the role of embodied agent tutors which are frequently implemented within virtual learning environments. We find similar performance on a bespoke knowledge test and metrics for motivation, satisfaction, and engagement by learners in both real and virtual environments, regardless of embodied agent tutor presence. Our results raise questions regarding the viability of using virtual environments for remote-learning paradigms, and we emphasise the need for further investigation to inform the design of effective remote-learning applications.

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Enhancing Number Sense of Dyscalculia Learners by Pedagogical Agents: A Review

Goenka

¹

,

Choudhury

²

,

Ahuja

³

2021

Advances in Intelligent Systems and Computing

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Pedagogical-Agent Learning Companions in a Virtual Reality Educational Experience

Cited by 5 publications

References 8 publications

Peer Review #2 of "Immersive virtual environments and embodied agents for e-learning applications (v0.2)"

Peer Review #2 of "Immersive virtual environments and embodied agents for e-learning applications (v0.2)"

Peer Review #3 of "Immersive virtual environments and embodied agents for e-learning applications (v0.1)"

Enhancing Number Sense of Dyscalculia Learners by Pedagogical Agents: A Review

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