Teaching Learning Strategies with a Pedagogical Agent
Teaching Learning Strategies with a Pedagogical Agent
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与教学代理人一起教授学习策略
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
N. Krämer
中科院分区：
文献类型：
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作者：
Nicole Sträfling;I. Fleischer;Christin Polzer;D. Leutner;N. Krämer
许多研究已经测试了教学代理对学习的影响及其特定外观的影响。然而，没有分析的是，当一个代理被聘为学习策略的导师而不是直接教授相关的学习材料时，它是否会产生间接影响。在受试者之间的设计（N = 45）中，我们比较了两种不同的教学代理-卡通样的兔子和现实拟人化代理-与没有动画代理辅导但仅通过语音告知的对照组。结果显示，与基于语音的间接学习效果相比，代理没有明显的优势，但他们确实证明了代理的外观很重要。像兔子一样的代理人不仅更受欢迎，而且当兔子提供反馈时，人们花在辅导课程上的时间更长。
Numerous studies have tested the effects of pedagogical agents on learning and the influence of their specific appearance. What has not been analyzed, however, is whether an agent can have indirect effects when it is employed as a tutor for learning strategies rather than directly teaching the relevant learning material. In a between-subjects design (N = 45) we compared two different kinds of pedagogical agents - a cartoon-like rabbit and a realistic anthropomorphic agent - with a control group that was not tutored by an animated agent but was informed by voice only. Results showed no clear advantages for the agents compared to voice-based tutoring with regard to indirect learning effects, but they did demonstrate that the appearance of the agent matters. The rabbit-like agent was not only preferred, but people exposed themselves longer to the tutoring session when the rabbit provided feedback.