Optimizing learning from examples using animated pedagogical agents.

Abstract

This study attempted to optimize a computer-based learning environment designed to teach learners how to solve word problems by incorporating an animated pedagogical agent. The agent was programmed to deliver instructional explanations either textually or aurally, while simultaneously using gaze and gesture to direct the learners to focus their attention on the relevant part of the example. In Experiment 1, learners presented with an agent delivering explanations aurally (voice plus agent) outperformed their control peers on measures of transfer. In Experiment 2, learners in the voice-plus-agent condition outperformed their peers presented with textual explanations on a variety of measures, including far transfer. In sum, an animated agent programmed to deliver instructions aurally can help optimize learning from examples.

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

“…Research on worked examples inspired by cognitive theories such as ACT-R (Anderson, 1993;Van Merriënboer & Sweller, 2005) and cognitive load theory (Sweller, 1988;Sweller et al, 1998) and research on modeling examples inspired by social learning theory (Bandura, 1986) and cognitive apprenticeship (Collins, Brown, & Newman, 1989) has shown that both of these types of example-based learning are highly effective during the initial stages of problem-solving skill acquisition (for reviews, see Atkinson, Derry, Renkl, & Wortham, 2000;Van Gog & Rummel, 2010). Whereas worked examples are primarily based on a written account of a model's problem-solving procedure, modeling examples involve observing a model performing the task, which can take a variety of forms, not only live observation, but also watching a video in which the model is visible (e.g., Braaksma, Rijlaarsdam, & Van den Bergh, 2002), a video consisting of a screen capture of the model's computer screen in which the model is not visible (though s/he can be heard when a spoken explanation of what s/he is doing is provided; e.g., McLaren, Lim, & Koedinger, 2008;Van Gog, Jarodzka, Scheiter, Gerjets, & Paas, 2009), or an animation in which the model is represented by a pedagogical agent (e.g., Atkinson, 2002;Wouters, Paas, & Van Merriënboer, 2009). …”

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

“…In modeling examples that consist of screen recordings with spoken text (e.g., McLaren et al 2006McLaren et al , 2008Rummel and Spada 2005;Rummel et al 2009;Van Gog et al 2009a) or in animated modeling examples with a pedagogical agent and spoken text (e.g., Atkinson 2002;Wouters et al 2009), issues of perceived similarity to the model may also arise because of students' associations with the speaker's voice (e.g., sex, age). Kim (2007) found that similarity in competence also played an important role when students learned from an anthropomorphized pedagogical agent.…”

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

“…Indeed, some of the first APAs were introduced into these environments specifically for the purpose of making the users' interactions with the system more life-like (e.g., André et al 1996;Bates 1994;Cassell 2000;Lester et al 1997;Paiva and Machado 1998;Picard and Klein 2002). Finally, APAs can also prime a social interaction schema that can positively influence student motivation (e.g., André et al 1999;Atkinson 2002;Choi and Clark 2006;Domagk 2010;Frechette and Moreno 2010;Moreno et al 2000;Moreno et al 2001;Moreno et al 2010;Moundridou and Virvou 2002;Plant et al 2009). …”

“…A subset of empirical studies on APAs have included a design type that is of particular interest for education, namely, a voice-only variant (e.g., André et al 1999;Atkinson 2002;Choi and Clark 2006;Dunsworth and Atkinson 2007;Lusk and Atkinson 2007;Moreno et al 2000). The main argument for trying such a scaled-down version of an APA is that the agent's voice might be enough to personalize the students' experience with the system, and implementing an embodied APA has added costs in terms of time and money.…”