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Digital Peers To Help Children's Text Comprehension And Perception, Yanghee Kim
Digital Peers To Help Children's Text Comprehension And Perception, Yanghee Kim
Yanghee Kim
Affable Reading Tutor (ART) is an online reading lesson designed for children who start reading to comprehend. A digital, human-like character (virtual peer) in ART serves as a peer model that demonstrates the use of the reading comprehension strategy questioning to help improve the learners’ comprehension of expository texts. This study, with 141 boys and girls in the fourth and fifth grades in the United States, examined the effects of virtual-peer presence (presence vs. absence vs. control) on learners’ text comprehension and also the effects of learner gender and virtual-peer attributes (human-like male vs. human-like female vs. robot still image) …
Digital Peers To Help Children's Text Comprehension And Perception, Yanghee Kim
Digital Peers To Help Children's Text Comprehension And Perception, Yanghee Kim
Yanghee Kim
Affable Reading Tutor (ART) is an online reading lesson designed for children who start reading to comprehend. A digital, human-like character (virtual peer) in ART serves as a peer model that demonstrates the use of the reading comprehension strategy questioning to help improve the learners’ comprehension of expository texts. This study, with 141 boys and girls in the fourth and fifth grades in the United States, examined the effects of virtual-peer presence (presence vs. absence vs. control) on learners’ text comprehension and also the effects of learner gender and virtual-peer attributes (human-like male vs. human-like female vs. robot still image) …
The Impact Of User Attributes And User Choice In An Agent-Based Environment, Yanghee Kim, Quan Wei
The Impact Of User Attributes And User Choice In An Agent-Based Environment, Yanghee Kim, Quan Wei
Yanghee Kim
This study examined the impact of learners’ attributes (gender and ethnicity) on their choice of a pedagogical agent and the impact of the attributes and choice on their perceptions of agent affability, task-specific attitudes, task-specific self-efficacy, and learning gains. Participants were 210 high-school male and female, Caucasian and Hispanic students who worked at computer-based algebra integrated with pedagogical agents. The results indicated, first, that students preferentially chose a same-gender agent and a same-ethnicity agent, supporting similarity-attraction theory. Second, males who chose an agent showed more positive attitudes toward working at the learning environment than did males who were assigned to …