How Effective Are Pedagogical Agents for Learning? A Meta-Analytic Review

Autor/inn/en	Schroeder, Noah L.; Adesope, Olusola O.; Gilbert, Rachel Barouch
Titel	How Effective Are Pedagogical Agents for Learning? A Meta-Analytic Review
Quelle	In: Journal of Educational Computing Research, 49 (2013) 1, S.1-39 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.49.1.a
Schlagwörter	Meta Analysis; Cybernetics; Artificial Intelligence; Technology Uses in Education; Teaching Methods; Pictorial Stimuli; Effect Size; Context Effect; Research Methodology; Elementary School Students; Secondary School Students; College Students; Computer Mediated Communication; Instructional Effectiveness; Social Influences; Cognitive Processes; Difficulty Level; Multimedia Instruction; Educational Technology; Coding; Statistical Analysis; Prior Learning; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Kybernetik; Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Fantasieanregung; Research method; Forschungsmethode; Sekundarschüler; Collegestudent; Computerkonferenz; Unterrichtserfolg; Sozialer Einfluss; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Multimediales Lernen; Unterrichtsmedien; Codierung; Programmierung; Statistische Analyse; Vorkenntnisse
Abstract	Research on the use of software programs and tools such as pedagogical agents has peaked over the last decade. Pedagogical agents are on-screen characters that facilitate instruction. This meta-analysis examined the effect of using pedagogical agents on learning by reviewing 43 studies involving 3,088 participants. Analysis of the results indicated that pedagogical agents produced a small but significant effect on learning. The overall mean effect size was moderated by the contextual and methodological features of the studies. The findings revealed that the use of pedagogical agents were more beneficial for K-12 students than post-secondary students. Pedagogical agents that communicated with students using on-screen text facilitated learning more effectively than agents that communicated using narration. The findings of this study have implications for advancing theory and practice, as well as highlighting productive future directions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01