Ten Simple Rules for Online Learning

Searls, David B.

doi:10.1371/journal.pcbi.1002631

Cited by 27 publications

(26 citation statements)

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“…A crucial characteristic of 3D virtual reality platforms relates to the personal and social affordances that users experience. It is pointed out in many studies that an important issue of distant educational platforms concerns the lack of personal and social presence [7,8]. In order to face this issue in virtual world educational platforms, embodied pedagogical agents can be utilized with the aim to enhance the social interaction with the learners.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Embodied Pedagogical Agents and Their Impact on Students Learning in Virtual Worlds

2020

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Over the last years, the successful integration of virtual reality in distance education contexts has led to the development of various frameworks related to the virtual learning approaches. 3D virtual worlds are an integral part of the landscape of education and demonstrate novel learning possibilities that can open new directions in education. An important aspect of virtual worlds relates to the intelligent, embodied pedagogical agents that are employed to enhance the interaction with students and improve their overall learning experience. The proper design and integration of embodied pedagogical agents in virtual learning environments are highly desirable. Although virtual agents constitute a vital part of virtual environments, their exact impact needs are yet to be addressed and assessed. The aim of the present study is to thoroughly examine and deeply understand the effect that embodied pedagogical agents have on the learning experience of students as well as on their performance. We examine how students perceive the role of pedagogical agents as learning companions during specific game-based activities and the effect that their assistance has on students’ learning. A concrete experimental study was conducted in AVARES, a 3D virtual world educational environment that teaches the domain of environmental engineering and energy generation. The results of the study point out that embodied pedagogical agents can improve students’ learning experience, enhance their engagement with learning activities and, most of all, improve their knowledge construction and performance.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Embodied Pedagogical Agents and Their Impact on Students Learning in Virtual Worlds

2020

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“…One of the major drawbacks of e-learning relates to the lack of social and personal presence in this environment (Searls, 2012). This issue has prompted the implementation of artificial intelligent characters known as "pedagogical agents" in virtual learning systems (Krämer & Bente, 2010;Veletsianos & Russell, 2014).…”

Section: Introductionmentioning

confidence: 99%

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

Liew

Zin

Sahari

et al. 2016

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The present study aimed to test the hypothesis that a smiling expression on the face of a talking pedagogical agent could positively affect a learner's emotions, motivation, and learning outcomes in a virtual learning environment. Contrary to the hypothesis, results from Experiment 1 demonstrated that the pedagogical agent's smile induced negative emotional and motivational responses in learners.Experiment 2 showed that the social meaning of a pedagogical agent's smile might be perceived by learners as polite or fake. In addition, qualitative data provided insights into factors that may cause negative perceptions of a pedagogical agent's smile, which in turn lead to negative affective (emotional and motivational) states in learners. Theoretical and design implications for pedagogical agents in virtual learning environment are discussed in the concluding section of the paper.

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“…Sharing of resources by training centers helps standardize training and make up for local deficiencies, for example, through development of practice examinations such as the Neuropathology fellow In‐Service Examination (NPISE) or web‐based lecture series (eg, developed by Julia Keith in Canada). Online education is becoming more and more popular in many fields of study ; there is no reason why the international NP community could not develop useful educational tools. Competency‐based training is evolving. In the mid‐1990s, the principle of competency‐based medical training was envisaged and has since gained wide acceptance .…”

Section: Discussionmentioning

confidence: 99%

Neuropathology Training Worldwide—Evolution and Comparisons

et al. 2014

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Training of neuropathologists varies worldwide. Systems range from highly organized specialist and subspecialist education with national certification, to regulated training with diploma recognition, to informal apprenticeships in neurological hospitals and no formal recognition. This overview compiles and summarizes the history of regulated training systems, the status of neuropathology within various countries' medical systems and the manner in which neuropathologists are trained. Anecdotal evidence suggests that countries with regulated systems of neuropathology training and an active professional organization are more likely to have an adequate supply of diagnostic specialists and a vibrant research community. The different training systems reflect the style of medical services delivery in the respective countries. In general, the existence of formal neuropathology training systems occurs only in countries with relatively high levels of per capita health expenditures, reflecting the development of medical specialization overall. Evolving diagnostic technologies and major international research endeavors, whose goals are to understand structure and function of the human brain, demand that neuropathology training is more than simply diagnostic histopathology.

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Ten Simple Rules for Online Learning

Cited by 27 publications

References 10 publications

The Effectiveness of Embodied Pedagogical Agents and Their Impact on Students Learning in Virtual Worlds

The Effectiveness of Embodied Pedagogical Agents and Their Impact on Students Learning in Virtual Worlds

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

Neuropathology Training Worldwide—Evolution and Comparisons

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