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- Embodied conversational agents (3)
- Pedagogical Agents (3)
- Pedagogical agents (3)
- Virtual peers (3)
- Animated characters (2)
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- Learning companions (2)
- Agent competency (1)
- Agent design (1)
- CALL (1)
- Clinical interviews (1)
- Computer-assisted language learning (1)
- Content-based learning (1)
- EFL (1)
- ESL (1)
- English learning (1)
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- Interactive learning environments (1)
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- Language learning (1)
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- Nodes (1)
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Articles 1 - 4 of 4
Full-Text Articles in Education
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 …
Content-Based English Learning Through Pedagogical Agents, Yanghee Kim, P. Punahm, Y. Ko
Content-Based English Learning Through Pedagogical Agents, Yanghee Kim, P. Punahm, Y. Ko
Yanghee Kim
This paper suggests how an advanced technology called pedagogical agents can be applied to English education to benefit learners across ages through computer-assisted language learning (CALL) and content-based language learning (CBLL). CALL, when designed appropriately, has positively influenced the development of a learner’s linguistic proficiency and communicative competence (Chun, 1994; Fotos & Browne, 2004). CBLL integrates language learning with subject-matter learning to make language learning more meaningful (Snow, 2001; Swain, 1998). However, the conventional CALL programs are often criticized for the lacking a social context, considered essential for successful language learning ( Warschauer, 2004). Also, CBLL seems rarely applied to …
Pedagogical Agents As Learning Companions: The Role Of Agent Competency And Type Of Interaction, Yanghee Kim, Amy L. Baylor, Pals Group
Pedagogical Agents As Learning Companions: The Role Of Agent Competency And Type Of Interaction, Yanghee Kim, Amy L. Baylor, Pals Group
Yanghee Kim
This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive, High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive attitudes toward the PAL. However, students who worked with the low-competency …
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Instructional Technology and Learning Sciences Faculty Publications
This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …