Can an Angry Pedagogical Agent Enhance Mental Effort and Learning Performance in a Multimedia Learning Environment?

Autor/inn/en	Liew, Tze Wei; Tan, Su-Mae; Kew, Si Na
Titel	Can an Angry Pedagogical Agent Enhance Mental Effort and Learning Performance in a Multimedia Learning Environment?
Quelle	In: Information and Learning Sciences, 123 (2022) 9-10, S.555-576 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-09-2021-0079
Schlagwörter	Teaching Methods; Multimedia Instruction; Psychological Patterns; Emotional Response; Gender Differences; Feedback (Response); Cues; Programming; Algorithms; Computer Science Education; Cognitive Processes; Learning Processes; Student Attitudes; Student Motivation; Artificial Intelligence; Undergraduate Students; Foreign Countries; Business Administration Education; Social Theories; Computer Software; Asia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Emotionales Verhalten; Geschlechterkonflikt; Stichwort; Programmierung; Algorithm; Algorithmus; Computer science lessons; Informatikunterricht; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Schülerverhalten; Schulische Motivation; Künstliche Intelligenz; Ausland; Gesellschaftstheorie; Asien
Abstract	Purpose: This study aims to examine if a pedagogical agent's expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness. Design/methodology/approach: A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners' prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively. Findings: Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness. Originality/value: This study focuses on a pedagogical agent's expressed emotion as social information to learners. Extending from research advocating a pedagogical agent's positive emotional expression, this study highlights the potential benefits of a pedagogical agent's negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01