Cognitive requirements for agent-based learning environments
Cognitive requirements for agent-based learning environments
复制标题
基于主体的学习环境的认知要求
DOI：
10.1109/icalt.2001.943980
复制
发表时间：
2001
期刊：
影响因子：
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通讯作者：
A. L. Baylor
中科院分区：
文献类型：
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作者：
A. L. Baylor
虽然已经有大量的技术问题上的研究，基于代理的学习环境的发展，有较少的信息，这些环境的认知要求。控制的管理是基于代理的计算机环境的主要问题，因为代理与其他系统组件具有相对独立性和自主性。作者讨论了四个方面的控制，应考虑在设计基于代理的学习环境。第一个维度的控制涉及实例化的教学目的的环境上的建构主义（高学习者控制），以自主主义（高程序/代理控制）连续。第二个维度需要管理反馈，需要考虑的几个问题：类型，时间，数量，明确性和学习者控制代理反馈。第三，通过学习者与代理的期望关系（例如，作为学习伙伴的代理、作为导师的代理、多个教学代理、作为个人助理的代理或作为资源的代理）。第四，为了有效地进行教学，代理人必须拥有足够的控制权，以便学习者在可信度，能力和信任方面对代理人产生信心。总的来说，必须仔细考虑系统与学习者控制的一系列可能的排列。
While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments, there is less information regarding cognitive requirements for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. The author discusses four dimensions of control that should be considered in designing agent-based learning environments. The first dimension of control involves instantiating the instructional purpose of the environment on a constructivist (high learner control) to instructivist (high program/agent control) continuum. The second dimension entails managing feedback, and several issues need to be considered: type, timing, amount, explicitness, and learner control of agent feedback. Third, agent vs learner control is further defined through the desired relationship of the learner to agent(s) (e.g., agent as learning companion, agent as mentor, multiple pedagogical agents, agent as personal assistant, or agent as resource). Fourth, to be instructionally effective, the agent(s) must assert enough control so that the learner develops confidence in the agent(s) in terms of believability, competence, and trust. Overall, an array of possible permutations of system versus learner control must be carefully considered.