The Impact of Animated Pedagogical Agents on Girls' and Boys' Emotions, Attitudes, Behaviors and Learning

Arroyo, Ivon; Woolf, Beverly Park; Cooper, David G.; Burleson, Winslow; Müldner, Kasia

doi:10.1109/icalt.2011.157

Cited by 55 publications

(32 citation statements)

References 10 publications

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“…The motivational APAs in the studies by Arroyo et al (2011) and did not affect learning. In our study, we likewise found no difference in learning gains for conditions.…”

Section: Discussionmentioning

confidence: 99%

“…They consist of the aspects of the visual and auditory presence of the APA that are hypothesized to ''make the learning experience more interesting, believable, or natural'' (p. 508). Empirical studies of these properties have explored the influence of the APA's age, gender, ethnicity, politeness, responsiveness, dynamism, and visual appeal, among others (e.g., André et al 1996;Arroyo et al 2011Arroyo et al , 2009Baylor 2011;Baylor and Kim 2004;Baylor and Ryu 2003;Craig et al 2002;Domagk 2010;Kim et al 2007;Lester et al 1997;Moreno 2004;Moreno et al 2000;Plant et al 2009;Wang et al 2008;Woolf et al 2010). Given our special interest in gender and science education, we summarize below the empirical studies that have investigated gender and motivation in relation to APAs in virtual science learning environments.…”

Section: Animated Pedagogical Agents and Student Motivationmentioning

confidence: 99%

“…In a later study (Arroyo et al 2011), the APA's messages were based on Weiner's (1979) attribution theory. 'Attribution training' and 'effort-affirmation' interventions were now linked with the students' problem-solving stages.…”

Section: Animated Pedagogical Agents and Student Motivationmentioning

confidence: 99%

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Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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“…The motivational APAs in the studies by Arroyo et al (2011) and did not affect learning. In our study, we likewise found no difference in learning gains for conditions.…”

Section: Discussionmentioning

confidence: 99%

Section: Animated Pedagogical Agents and Student Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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“…For example, endowing the agent with the ability to detect students' emotions and respond to them could help improve the social impact of the agent. In fact, some studies suggest that emotional pedagogical agents have a stronger positive impact on students' learning, attitudes and behavior than non-affective APAs (Arroyo et al, 2011;D'mello and Graesser, 2012). Another possible line of investigation is to mimic human teacher gestures.…”

Section: Resultsmentioning

confidence: 97%

The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment

Carlotto

Jaques

2016

International Journal of Human-Computer Studies

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“…Among other uses, they have been developed to help autistic children engage in reciprocal social interactions (Tartaro & Cassell, 2007), to influence the emotions and motivation of elementary school children using software (Van der Meij, 2008), to moderate affective experiences during math for low-achieving high school students (Arroyo, Woolf, Cooper, Burleson, & Muldner, 2011, Woolf et al, 2010, to motivate workers in the footwear industry who are using an on-the-job computer-based training environment (Paiva & Machado, 2002), to model emotions and motivation through interactive pedagogical drama for mothers of pediatric cancer patients (Marsella, Johnson, & LaBore, 2000), and to enhance the adoption of an exercise program for adults (Bickmore, 2003). Agents have been designed for university students to reduce frustration in human-computer interaction systems (Hone, 2006;Klein, Moon, & Picard, 2002); to influence social judgments, interest, and self-efficacy for an elearning system about instructional design (Kim, Baylor, & Shen, 2007); to model empathetic reasoning and behavior in a gamelike virtual environment (McQuiggan …”

Section: Designing the Motivational Agentmentioning

confidence: 99%

Do Pedagogical Agents Enhance Software Training?

Meij

2013

Human–Computer Interaction

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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 D 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.

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The Impact of Animated Pedagogical Agents on Girls' and Boys' Emotions, Attitudes, Behaviors and Learning

Cited by 55 publications

References 10 publications

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment

Do Pedagogical Agents Enhance Software Training?

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