The Effects of Culturally Congruent Educational Technologies on Student Achievement

Finkelstein, Samantha; Yarzebinski, Evelyn; Vaughn, Callie; Ogan, Amy; Cassell, Justine

doi:10.1007/978-3-642-39112-5_50

Cited by 55 publications

(38 citation statements)

References 17 publications

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“…Although findings of previous studies suggest that the use of APAs facilitates learning (Johnson et al, 1998;Lester and Stone, 1997;Finkelstein et al, 2013;Jaques et al, 2009;Schroeder et al, 2013), Lusk and Atkinson (2007) posits that the effectiveness of APAs may in part be due to their degree of embodiment. Thus, we need to study features of agents in different APAs' degrees of embodiment to build most effective agents.…”

Section: The Agent Effectsmentioning

confidence: 98%

“…In research on APAs in multimedia learning environments conducted over the years (Johnson et al, 1998;Lester and Stone, 1997;Finkelstein et al, 2013;Jaques et al, 2009), a recurring issue has been how to evaluate agents toward determining which degree of agent embodiment is most effective. For these evaluations, Atkinson (2002) has proposed three agent effects to take into consideration: the image effect, which represents whether the agent's on-screen presence helps in learning; the embodied agent effect, which concerns simulating the student-instructor relationship; and the modality effect, which holds that orally delivered instruction aids learning more effectively than textually delivered instruction.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: The Agent Effectsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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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“…In studies such as tailored educational delivery it has been noted that the persistently lower test scores of students of color as compared to their Euro-American peers have been attributed in part to dialectal differences between students [8]. Hence, research into pairing of appearance and language in avatars to their users may reveal further insights.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Interactive Realistic Digital Avatars - Revisiting the Uncanny Valley

Seymour

Riemer

Kay

2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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“…In some educational settings, students have been observed switching between one or more varieties of English as they interact and participate in learning exercises (Finkelstein et al, 2014). However, there are differences in student perception and reaction to less formal language varieties when is used in ILEs (Mohammed & Mohan 2011).…”

Section: Cultural Linguistics Adaptermentioning

confidence: 99%

Dynamic Cultural Contextualisation of Educational Content in Intelligent Learning Environments using ICON

Mohammed

Mohan

2014

Int J Artif Intell Educ

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Cultural awareness, when applied to Intelligent Learning Environments (ILEs), contours the overall appearance, behaviour, and content used in these systems through the use of culturally-relevant student data and information. In most cases, these adaptations are system-initiated with little to no consideration given to student-initiated control over the extent of culturalawareness being used. This paper examines some of the issues relevant to these challenges through the development of the ICON (Instructional Cultural cONtextualisation) system. The paper explores computational approaches for modelling the diversity of students within subcultures, and the necessary semantic formalisms for representing and reasoning about cultural backgrounds at an appropriate level of granularity for ILEs. The paper investigates how student-initiated control of dynamic cultural adaptation of educational content can be achieved in ILEs, and examines the effects of cultural variations of language formality and contextualisation on student preferences for different types of educational content. Evaluations revealed preliminary insight into quantifiable thresholds at which student perception for specific types of culturally-contextualised content vary. The findings further support the notion put forth in the paper that student-initiated control of cultural contextualisation should be featured in ILEs aiming to cater for diverse groups of students.

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The Effects of Culturally Congruent Educational Technologies on Student Achievement

Cited by 55 publications

References 17 publications

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

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

Interactive Realistic Digital Avatars - Revisiting the Uncanny Valley

Dynamic Cultural Contextualisation of Educational Content in Intelligent Learning Environments using ICON

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