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Full-Text Articles in Education
The Effect Of The Visual Gender Of An Embodied Agent: A Cross-Cultural Comparison, Yanghee Kim, A Guiz, A Silveryarg, M Haake, T Chen, N Kim
The Effect Of The Visual Gender Of An Embodied Agent: A Cross-Cultural Comparison, Yanghee Kim, A Guiz, A Silveryarg, M Haake, T Chen, N Kim
Yanghee Kim
This study explored if the visual gender representations (androgynous, male, or female) of an embodied agent would influence students’ perceptions of their agent and their attitudes toward the agent as their conversational partner. The study also explored if students’ gender and cultural background would interact with the agent’s visual gender to influence their perceptions and attitudes. Participants were 208 early-teen students sampled from US and South Korea. The results revealed that student gender was a significant factor for influencing students' perceptions and attitudes and that the students showed positive attitudes toward an androgynous agent more than toward a gendered agent …
Can A Pedagogical Agent Help Reduce Mathematics Anxiety?, Q. Wei, Yanghee Kim
Can A Pedagogical Agent Help Reduce Mathematics Anxiety?, Q. Wei, Yanghee Kim
Yanghee Kim
No abstract provided.
The Role Of Student Gender For Determining The Impact Of A Pedagogical Agent, Yanghee Kim, J. Lim
The Role Of Student Gender For Determining The Impact Of A Pedagogical Agent, Yanghee Kim, J. Lim
Yanghee Kim
This study was to understand how male and female teenage students reacted differently to the presence of a pedagogical agent (an animated human-like character) in a computer-based algebra-learning environment. The study first examined, in classroom experiments, if learner gender would be a determining factor for the effectiveness of a pedagogical agent on learner attitudes and learning. Next, in-depth interviews inquired into the two groups of students’ perspectives of their agent’s role for their learning and affect.
The Role Of Learner Attributes And Affect Determining The Impact Of Agent Presence, Yanghee Kim
The Role Of Learner Attributes And Affect Determining The Impact Of Agent Presence, Yanghee Kim
Yanghee Kim
This paper introduces two experimental studies that examined the potential of animated virtual peers (VP) to build social relations with learners in online learning environments. VP emotions and learner characteristics were foci of interest. Study I investigated the impact of VP emotional expressions (positive vs. negative vs. neutral) and gender and learner gender on college students’ perceptions of agent persona, motivation, and learning. Study II investigated the interaction effects of VP presence and learner gender and learner sociability on high-school students’ task-related attitudes, self-efficacy beliefs, and learning. Overall, the results revealed the interaction effects of VP/learner attributes on the learners’ …
Mathgirls: Toward Developing Girls’ Positive Attitude And Self-Efficacy Through Pedagogical Agents, Yanghee Kim, Q Wei, B Xu, Y Ko, V Ilieva
Mathgirls: Toward Developing Girls’ Positive Attitude And Self-Efficacy Through Pedagogical Agents, Yanghee Kim, Q Wei, B Xu, Y Ko, V Ilieva
Yanghee Kim
MathGirls is a pedagogical-agent-based environment designed for high-school girls learning introductory algebra. Since females are in general more interested in interactive computing and more positive about the social presence of pedagogical agents, the environment provides a girl-friendly social learning environment, where pedagogical agents encourage the girls to build constructive views of learning math. This study investigated the impact of agent presence on changes in the girls’ math attitude, their math self-efficacy, and their learning; on the girls’ choice of their agents; and, on their perceptions of agent affability. The results revealed that the girls with an agent developed a more …
A Social-Cognitive Framework For Designing Pedagogical Agents As Learning Companions, Yanghee Kim, Amy L. Baylor
A Social-Cognitive Framework For Designing Pedagogical Agents As Learning Companions, Yanghee Kim, Amy L. Baylor
Yanghee Kim
Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer-interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs) -- animated digital characters functioning to simulate human-peer-like interaction -- might provide an opportunity to simulate such social interaction in …