Empathetic virtual peers enhanced learner interest and self-efficacy
Document Type
Presentation
Journal/Book Title/Conference
Workshop on Motivation and Affect in Educational Software in the 12th International Conference on Artificial Intelligence in Education (AIED 2005)
Publication Date
7-18-2005
Abstract
This study investigated the effects of empathetic response (responsive vs. non-responsive) and gender (male vs. female) of pedagogical agents as learning companions (PALs) on learner interest, self-efficacy, social judgments of PAL persona, and learning. Fifty-six pre-service teachers were randomly assigned to one of four conditions. The results revealed that students who worked with a PAL who responded with empathy to learners’ affect showed significantly higher interest (p < .05) and self-efficacy in the tasks (p < .05) than students with a non-responsive PAL. Also, students rated the persona of a male PAL more favorably than that of a female PAL (p < .05). The findings imply that PAL/learner relationships in computer-based learning might be consistent with human relationships in traditional classrooms.
Recommended Citation
Kim, Y. (2005). Empathetic virtual peers enhanced learner interest and self-efficacy. Workshop on Motivation and Affect in Educational Software in the 12th International Conference on Artificial Intelligence in Education (AIED 2005): Amsterdam, The Netherlands. July 18–22, 2005.
