Using pedagogical agents to support collaborative distance learning

Jaques, Patrícia Augustin; Andrade, Adja Ferreira de; Jung, João Henrique Salles; Bordini, Rafael H.; Vicari, Rosa María

doi:10.3115/1658616.1658713

Cited by 20 publications

(5 citation statements)

References 7 publications

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“…Several studies found that overhearing dialogue between a virtual tutor and a virtual tutee in virtual tutoring sessions has positive effects on observer students, such as students asking significantly more deep-level reasoning questions (Craig et al, 2000) and producing more relevant propositions in free recall questions (Driscoll et al, 2005). The positive effect of conversational/dialogue style is not only limited to improvement in retention and transfer, but also on learners' perceived difficulty, friendliness, helpfulness, and physical presence (Jaques et al, 2002).…”

Section: Learning By Observing Pedagogical Agentsmentioning

confidence: 99%

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

Nugraha,

Inoue,

Salim

et al. 2023

International Journal of Distance Education Technologies

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Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.

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Section: Learning By Observing Pedagogical Agentsmentioning

confidence: 99%

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

Nugraha,

Inoue,

Salim

et al. 2023

International Journal of Distance Education Technologies

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“…From a Pedagogical point of view, a PA is defined as an educational system that has learning strategies and that is formed by Intelligent Agents . From a software engineering point of view, agents have the advantages of modularity and flexibility (Jaques et al, 2002). Consequently, over the last several years there has been significant interest in the ITS research community for applying intelligent agents in design and deployment of ITSs (Devedzic and Harrer, 2005).…”

Section: The Generalized Pedagogical Agentmentioning

confidence: 99%

A Context-Aware Self-Adaptive Fractal Based Generalized Pedagogical Agent Framework for Mobile Learning

Boulehouache

Maamri

Sahnoun

2015

International Journal of Distance Education Technologies

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The Pedagogical Agents (PAs) for Mobile Learning (m-learning) must be able not only to adapt the teaching to the learner knowledge level and profile but also to ensure the pedagogical efficiency within unpredictable changing runtime contexts. Therefore, to deal with this issue, this paper proposes a Context-aware Self-Adaptive Fractal Component based Generalized Pedagogical Agent (CASA FBGPA) framework for Mobile Learning. The proposed framework allows for the construction of PA that self-reconfigures its structure, the functional part, to conform to the unpredictable changing runtime context. To carry out the context-awareness, the PA embeds a distinct Search based Adapting Engine that dynamically monitors and assembles the appropriate linear combination of Fractal components. In addition, to avoid the rules associated conceptual holes, to deal with the conflicting objectives and to reduce the substantial overhead, the components selection is formulated as a multiobjective problem and it is tackled using a metaheuristic search method. Furthermore, to evaluate the design and the feasibility of the proposed framework, a use case and a discussion are provided.

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“…Other research has advocated that agent-human communication has the potential to establish emotional and social bonds with the student, a feature that can facilitate learning [14] and reduce the feelings of isolation that is common in distance learning settings [15], [16].…”

Section: Conversational Agentsmentioning

confidence: 99%

Supporting Problem-Solving in Mathematics with a Conversational Agent Capable of Representing Gifted Students' Knowledge

Aguiar

Tarouco

Reategui

2014

2014 47th Hawaii International Conference on System Sciences

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This paper describes a conversational agent designed to support problem solving in Mathematics. The agent's knowledge base has been structured to represent gifted students' problem solving strategies. These were students who won the Brazilian Mathematics Olympics for Public Schools, and the idea here has been to elicit and represent their formal and heuristic knowledge for problem solving. The paper describes the method for capturing the cognitive processes of gifted students in solving Math problems and the structuring of this knowledge for the conversational agent. The paper also presents the results achieved, showing that the students who used the agent to solve Math problems were fully engaged in the tasks proposed and had a better performance than when not using the agent.

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Using pedagogical agents to support collaborative distance learning

Cited by 20 publications

References 7 publications

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience

A Context-Aware Self-Adaptive Fractal Based Generalized Pedagogical Agent Framework for Mobile Learning

Supporting Problem-Solving in Mathematics with a Conversational Agent Capable of Representing Gifted Students' Knowledge

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