Francesca Bargiela-Chiappini, Catherine Nickerson, Brigitte Planken. "<i>Business Discourse</i>" in Research and Practice in Applied Linguistics. Christopher N. Candlin and David R. Hall (eds).

Pelsmaekers, Katja

doi:10.1075/idj.16.1.13pel

Cited by 5 publications

(5 citation statements)

References 0 publications

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“…The matching hypothesis is consistent with social agency theory (Mayer, 2014), which focuses on the impact of social cues in instructional messages. According to social agency theory, the first link is that social cues in an instructional message (such as an onscreen pedagogical agent you can identify with) can prime a social response in the learner (such as feeling that the instructor is a social partner).…”

Section: Theory and Predictionssupporting

confidence: 82%

“…The two pedagogical agents had the role of guiding the students through the lab by giving instructions, explaining theoretical concepts, and asking questions. This is in line with the modality and guided activity principles of instructional design (Mayer, 2014). Both embodied agents follow the player through the experience and display similar types of behaviour, body movements, and facial expressions.…”

Section: Pedagogical Agentssupporting

confidence: 77%

“…Consistent with the similarity attraction theory, people learn better when they perceive the instructor-in this case, the onscreen pedagogical agent-as similar to them (such as sharing important characteristics related to gender for girls and boys). In the realm of online multimedia learning, the results help extend social agency theory (Mayer, 2014) by demonstrating that having an onscreen pedagogical agent that the learner can identify with may serve as a social cue that motivates the learner to exert more effort to understand the material.…”

Section: Theoretical Implicationsmentioning

confidence: 62%

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A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation

Makransky

Wismer

Mayer

2018

Computer Assisted Learning

130

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The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = −0.41, d = −0.45, d = −0.23, respectively). The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments.

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Section: Theory and Predictionssupporting

confidence: 82%

Section: Pedagogical Agentssupporting

confidence: 77%

Section: Theoretical Implicationsmentioning

confidence: 62%

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A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation

Makransky

Wismer

Mayer

2018

Computer Assisted Learning

130

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“…With the enhancements in ICTs, the traditional teaching methods started to incorporate visual elements such as charts, videos, animations, photos and illustrations (Mayer, 2013). Multimedia learning can be asserted as learning deeply from words and pictures instead of words alone (Mayer, 2005b). Multimedia principle constructs the basis of multimedia learning (Mayer, 2005a).…”

Section: Multimedia Learning and Cognitive Load Theory (Clt)mentioning

confidence: 99%

How Signaling Principle Affects Learning: An Eye Tracking Study

Donmez

Doğan

Baran

2018

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Studies examining the effects of signaling principle on learning mostly used data sources such as interviews, achievement tests and think aloud protocols. There is, however, limited research on the use of quantitative measures to promote findings from interviews and think aloud procedures. This study aimed to investigate the effects of signaling principle on learning by supporting the results with the eye movement data. Participants included 34 Information and Communication Technology (ICT) pre-service teachers divided into experimental and control groups randomly. Participants were presented with two types of MS Power Point presentations with and without highlighted clues as multimedia material. Participants' pre-test, post-test, and retention test scores were measured. Participants' gaze behavior (fixation duration, fixation counts and time to first fixation) during the presentation of instructional material was also recorded. The results revealed that while the experimental group had higher scores than control group in the post-and retention tests, there was no significant difference between the two groups. The analysis of eye movement data showed that signaling directed the attention of the students on relevant information and decreased students' cognitive effort. Results revealed that both eye movement data and achievement scores were consistent with each other.

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“…Augmented Reality (AR) has already shown potential as a visualization technique for providing drivers with information [3,30]. However care needs to be taken that such visualization does not cause cognitive overload [16] and / or distract the driver. The choice of visual encoding of the information can have a large impact.…”

Section: Handover Interfacesmentioning

confidence: 99%

Towards A Taxonomy of Autonomous Vehicle Handover Situations

McCall

McGee

Meschtscherjakov

et al. 2016

Proceedings of the 8th International Conference on Automotive User Interfaces and Interactive Vehicular Applications

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This paper proposes a taxonomy of autonomous vehicle handover situations with a particular emphasis on situational awareness. It focuses on a number of research challenges such as: legal responsibility, the situational awareness level of the driver and the vehicle, the knowledge the vehicle must have of the driver's driving skills as well as the in-vehicle context. The taxonomy acts as a starting point for researchers and practitioners to frame the discussion on this complex problem.

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Francesca Bargiela-Chiappini, Catherine Nickerson, Brigitte Planken. "Business Discourse" in Research and Practice in Applied Linguistics. Christopher N. Candlin and David R. Hall (eds).

Cited by 5 publications

References 0 publications

A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation

A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation

How Signaling Principle Affects Learning: An Eye Tracking Study

Towards A Taxonomy of Autonomous Vehicle Handover Situations

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