Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities. (22nd April 2021)

• Record Type: Journal Article
• Authors: Arguedas, Marta; Daradoumis, Thanasis
• Is Part Of: Journal of computer assisted learning. Volume 37:Number 4(2021)
• Page Start: 1167
• Page End: 1180
• Publication Date: 2021-04-22
• Subjects: affective tutor -- cognitive preparatory activities -- intelligent tutoring systems -- pedagogical agent -- psychological preparatory activities; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12556
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: There is a lack of studies that examine the role of a pedagogical agent on student development in a specific learning situation that involves psychological and cognitive preparatory activities in high school settings. We examined the effectiveness of pedagogical agent (APT) cognitive and affective feedback on learner motivation and well‐being. We applied an experimental research design, involving 45 fourth‐year high school students, divided in experimental and control groups (APT vs. human tutor). We performed a quantitative analysis to collect and analyse data of students using our APT. APT cognitive feedback had a positive effect on students' motivation for learning by encouraging students' proposals and initiatives and arousing students' interest in the topic. In addition, APT affective feedback fostered an appropriate emotional climate and creative environment for learning by enhancing students' curiosity, creativity and confidence for carrying out the activity, while reducing students' negative emotions such as boredom and anger. This study provided us useful insights about the affective (and cognitive) competencies that a virtual affective pedagogical agent needs to have in order to support students' mental and emotional health throughout a learning situation. Yet, further research is needed to consolidate these findings and make APT more adaptive to different learning situations. Lay Description: What is currently known about this topic: Animated pedagogical agents were extensively used to provide customized feedback. Their aim was to improve both students' emotional state and learning performance. Both the conditions and agent design issues still need to be further investigated. Learning situations may involve psychological and cognitive preparatory activities. Effects of an APT in these learning situations have not been investigated yet. What this paper adds: It analyses the role of an APT in psychological and cognitive preparatory activities. APT provides a variety of cognitive and affective feedback types. APT had a positive effect on students' motivation for learning through encouraging students' proposals and initiatives and arousing students' interest in the topic. APT fostered an appropriate emotional climate through encouraging creativity and strengthening students' confidence for carrying out the activity. Implications for practice and/or policy: APT can be a valuable support to teachers and students in complex learning tasks. Pedagogical agent designers are given useful insights for enhancing agents design. A pedagogical agent needs to be endowed with specific pedagogical competencies. Psychological and cognitive preparatory activities require APT emotional involvement.