Pedagogical Agents as Learning Companions: Building Social Relations with Learners

Document Type

Contribution to Book

Journal/Book Title/Conference

Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology

Volume

125

Editor

Chee-Kit Looi, Gord McCalla, Bert Bredeweg & Joost Breuker

Publisher

IOS Press

Publication Date

2005

First Page

362

Last Page

369

Abstract

This study examined the potential of pedagogical agents as learning companions (PALs) to build social relations with learners and, consequently, to motivate learning. The study investigated the impact of PAL affect (positive vs. negative vs. neutral), PAL gender (male vs. female), and learner gender (male vs. female) on learners' social judgments, motivation, and learning in a controlled experiment. Participants were 142 college students in a computer-literacy course. Overall, the results indicated the interaction effects of PAL affect, PAL gender, and learner gender on learners' social judgments (p < .001). PAL affect impacted learners' social judgments (p < .001) and motivation (p < .05). PAL gender influenced motivation (p < .01) and recall of learning ( p < .05). Learner gender influenced recall of learning (p < .01). The implications of the findings are discussed.

Comments

Originally published by IOS Press. Preview with partial text available. ISBN 1-58603-530-4

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