The Effectiveness of Embodied Pedagogical Agents and Their Impact on Students Learning in Virtual Worlds
The Effectiveness of Embodied Pedagogical Agents and Their Impact on Students Learning in Virtual Worlds
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DOI：
10.3390/app10051739
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发表时间：
2020-03-01
影响因子：
2.7
通讯作者：
Perikos, Isidoros
中科院分区：
文献类型：
--
作者：
Grivokostopoulou, Foteini;Kovas, Konstantinos;Perikos, Isidoros
在过去的几年里，虚拟现实在远程教育环境中的成功整合，导致了各种框架的发展与虚拟学习方法。3D虚拟世界是教育领域不可或缺的一部分，展示了新的学习可能性，可以开辟教育的新方向。虚拟世界的一个重要方面涉及到智能的，具体的教学代理，用于增强与学生的互动，提高他们的整体学习体验。在虚拟学习环境中，适当的设计和整合体现教学代理是非常可取的。尽管虚拟代理构成了虚拟环境的重要组成部分，但其确切的影响需求尚未得到解决和评估。本研究的目的是全面考察和深入理解体现教学代理人对学生的学习经验以及他们的表现的影响。我们研究了学生如何看待在特定的游戏为基础的活动和效果，他们的援助对学生的学习教学代理人的学习同伴的作用。在AVARES中进行了具体的实验研究，AVARES是一个3D虚拟世界教育环境，教授环境工程和能源发电领域。研究结果指出，体现式教学代理可以改善学生的学习体验，增强他们对学习活动的参与度，最重要的是，改善他们的知识构建和表现。
Over the last years, the successful integration of virtual reality in distance education contexts has led to the development of various frameworks related to the virtual learning approaches. 3D virtual worlds are an integral part of the landscape of education and demonstrate novel learning possibilities that can open new directions in education. An important aspect of virtual worlds relates to the intelligent, embodied pedagogical agents that are employed to enhance the interaction with students and improve their overall learning experience. The proper design and integration of embodied pedagogical agents in virtual learning environments are highly desirable. Although virtual agents constitute a vital part of virtual environments, their exact impact needs are yet to be addressed and assessed. The aim of the present study is to thoroughly examine and deeply understand the effect that embodied pedagogical agents have on the learning experience of students as well as on their performance. We examine how students perceive the role of pedagogical agents as learning companions during specific game-based activities and the effect that their assistance has on students' learning. A concrete experimental study was conducted in AVARES, a 3D virtual world educational environment that teaches the domain of environmental engineering and energy generation. The results of the study point out that embodied pedagogical agents can improve students' learning experience, enhance their engagement with learning activities and, most of all, improve their knowledge construction and performance.