Affect in Embodied Pedagogical Agents

Abstract

Over the past decade, computer games and other interactive technologies have shown great potential when used in innovative ways to enhance learning. It is now known that learning is associated not only with cognitive ability but also with affect. The incorporation of affective embodied pedagogical agents (EPAs) in computer programs for learning can significantly influence learner beliefs and efficacy. However, there have been a number of criticisms and contradictory empirical findings calling into question earlier results and theoretical claims on the effectiveness of using EPAs. Therefore, this paper reviewed studies that evaluated the effectiveness of affect in EPAs in a computer-based learning environment (CLE). The statistical metaanalytic review (k ¼ 30, n ¼ 2,150) found that the use of affect in EPAs has a significant and moderate impact (r ¼.35) on students' learning motivation and a relatively smaller impact on knowledge retention (r ¼.29) and knowledge transfer (r ¼.26). The effect sizes of the three outcome variables in this review are stronger compared with previous meta-analysis on the impact of the embodiment level of EPAs, indicating that the use of affect is more desirable and effective in CLEs. Finally, implications for both designers and researchers of using affective EPAs in CLEs are discussed.

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

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The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment

“…Pedagogical agents are visual characters that reside within the digital space of virtual learning systems. They are viewed as intrinsically social interfaces, which allows for the inclusion of socio-emotive values in the learning process (Guo & Goh, 2015;Kim & Baylor, 2015).…”

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