Affect in Embodied Pedagogical Agents: Meta-Analytic Review

Autor/inn/en	Guo, Yan Ru; Goh, Dion Hoe-Lian
Titel	Affect in Embodied Pedagogical Agents: Meta-Analytic Review
Quelle	In: Journal of Educational Computing Research, 53 (2015) 1, S.124-149 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115588774
Schlagwörter	Meta Analysis; Affective Behavior; Educational Technology; Instructional Effectiveness; Computer Assisted Instruction; Statistical Analysis; Learning Motivation; Knowledge Level; Effect Size; Pictorial Stimuli; Influences; Simulated Environment; Cybernetics; Artificial Intelligence; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Affective disturbance; Active behaviour; Affektive Störung; Unterrichtsmedien; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Motivation for studies; Lernmotivation; Wissensbasis; Fantasieanregung; Influence; Einfluss; Einflussfaktor; Künstliche Umwelt; Kybernetik; Künstliche Intelligenz
Abstract	Over the past decade, computer games and other interactive technologies have shown great potential when used in innovative ways to enhance learning. It is now known that learning is associated not only with cognitive ability but also with affect. The incorporation of affective embodied pedagogical agents (EPAs) in computer programs for learning can significantly influence learner beliefs and efficacy. However, there have been a number of criticisms and contradictory empirical findings calling into question earlier results and theoretical claims on the effectiveness of using EPAs. Therefore, this paper reviewed studies that evaluated the effectiveness of affect in EPAs in a computer-based learning environment (CLE). The statistical meta-analytic review (k = 30, n = 2,150) found that the use of affect in EPAs has a significant and moderate impact (r = 0?.35) on students' learning motivation and a relatively smaller impact on knowledge retention (r =?0.29) and knowledge transfer (r?= 0?.26). The effect sizes of the three outcome variables in this review are stronger compared with previous meta-analysis on the impact of the embodiment level of EPAs, indicating that the use of affect is more desirable and effective in CLEs. Finally, implications for both designers and researchers of using affective EPAs in CLEs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01