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An Embodied Agent Helps Anxious Students In Mathematics Learning, Yanghee Kim, Jeffrey L. Thayne, Quan Wei
An Embodied Agent Helps Anxious Students In Mathematics Learning, Yanghee Kim, Jeffrey L. Thayne, Quan Wei
Instructional Technology and Learning Sciences Faculty Publications
Mathematics anxiety is known to be detrimental to mathematics learning. This study explored if an embodied agent could be used to help alleviate student anxiety in classrooms. To examine this potential, agent-guided algebra lessons were developed, in which an animated agent was equipped with prescriptive instructional guidance and anxiety treating messages. The lessons were deployed in regular mathematics classrooms, one lesson per day over a week, with 138 boys and girls in the 9th grade in the United States. After taking the weeklong agent-based lessons, students decreased in their mathematics anxiety (p = .042) and increased in mathematics learning …
Pedagogical Agents As Social Models To Influence Learner Attitudes, Yanghee Kim, A. Baylor
Pedagogical Agents As Social Models To Influence Learner Attitudes, Yanghee Kim, A. Baylor
Instructional Technology and Learning Sciences Faculty Publications
Based on social-cognitive theory, we describe the role of pedagogical agents as “social models.” In several experimental studies we have found that pedagogical agents as social models can effectively persuade and motivate learners. We briefly describe two on-going projects where agents as social models are employed to enhance young women’s motivation and attitudes toward math and engineering.
Simulating Instructional Roles Through Pedagogical Agents, Amy L. Baylor, Yanghee Kim
Simulating Instructional Roles Through Pedagogical Agents, Amy L. Baylor, Yanghee Kim
Instructional Technology and Learning Sciences Faculty Publications
This paper describes the design and empirical validation of three distinct pedagogical agent roles (Expert, Motivator, and Mentor) for college students within the MIMIC (Multiple Intelligent Mentors Instructing Collaboratively) agent-based research environment. The pedagogical agent roles were operationalized by image, animation, affect, voice and script, and were developed in Poser 4 and implemented via Microsoft Agent. Two controlled experiments validated the instantiation of the three roles according to learner perception (N=78) and actual impact on motivation and learning (N=71). The results confirmed that the agent roles were not only perceived by the students to reflect their intended purposes but also …