Cognitive and Affective Benefits of an Animated Pedagogical Agent: Considering Contextual Relevance and Aesthetics

Autor/in	Veletsianos, George
Titel	Cognitive and Affective Benefits of an Animated Pedagogical Agent: Considering Contextual Relevance and Aesthetics
Quelle	In: Journal of Educational Computing Research, 36 (2007) 4, S.373-377 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Stellungnahme; Teaching Methods; Instructional Effectiveness; Aesthetics; Criticism; Educational Technology; Computer Assisted Instruction; Elementary Secondary Education; Student Motivation; Cognitive Processes; Educational Research; Outcomes of Education; Computer Software; Animation; Educational Media; Multimedia Materials; Instructional Design + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ästhetik; Kritik; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Schulische Motivation; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Bildungsmittel; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Choi and Clark (2006) argue that learning is attributed to the instructional method rather than the specific medium used to deliver instruction (i.e., the pedagogical agent). Additionally, they consider pedagogical agents as unnecessarily expensive tools, whose instructional affordances can be replicated by less expensive options. In this response to Choi and Clark (2006), I argue that pedagogical agents are not a new iteration of the media debate because the anthropomorphous features and social affordances of pedagogical agents elicit psychological responses from learners that other media cannot educe. As such, when considering the implementation of pedagogical agents, researchers need to consider the agent's (a) contextual relevance, and (b) aesthetic properties. It is important to note that none of these factors influence the instructional method used to deliver instruction via a pedagogical agent. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10