文章基本信息

标题：How does a contextually-relevant peer pedagogical agent in a learner-attenuated system-paced learning environment affect cognitive and affective outcomes?
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作者：Noah L Schroeder ; Olusola O Adesope
期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2013
卷号：2
期号：2
页码：114-133
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Educational technology is becoming ubiquitous in schools, thus presenting new challenges in the classroom.For instance, teachers may struggle to find ways to motivate students to learn in multimedia learning environments.One plausible solution is the use of pedagogical agents, which are characters meant to facilitate learning in multimedia learning environments.This study examines the impact of a contextually-relevant, peer agent compared to a condition which provided narration and concurrent keywords displayed on the screen.The findings revealed no statistically significant differences between the two groups.The results, in part, support the presence principle of multimedia learning.However, the results do not suggest that a pedagogical agent is deemed a seductive detail, or distraction during the learning task.Rather, the agent’s presence does not have any significant effect on learning or affective outcomes.
关键词：educational technology; educational psychology;multimedia; pedagogical agent; presence principle