Trusting and Learning from Virtual Humans That Correct Common Misconceptions

Autor/inn/en	Schroeder, Noah L.; Chiou, Erin K.; Siegle, Robert F.; Craig, Scotty D.
Titel	Trusting and Learning from Virtual Humans That Correct Common Misconceptions
Quelle	In: Journal of Educational Computing Research, 61 (2023) 4, S.790-816 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schroeder, Noah L.) ORCID (Craig, Scotty D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221139859
Schlagwörter	Robotics; Computer Simulation; Educational Technology; Error Correction; Misconceptions; Trust (Psychology); Credibility; Outcomes of Education; Technology Uses in Education; Learning Processes; Predictor Variables; Prior Learning; Instructional Design; Undergraduate Students; Measures (Individuals); Persuasive Discourse + Suchen Sie Ihr Suchwort? Robotertechnik; Computergrafik; Computersimulation; Unterrichtsmedien; Korrektur; Missverständnis; Glaubwürdigkeit; Lernleistung; Schulerfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Prädiktor; Vorkenntnisse; Lesson concept; Lessonplan; Unterrichtsentwurf; Messdaten; Persuasion; Persuasive Kommunikation
Abstract	Virtual humans are on-screen characters that are often embedded in learning technologies to deliver educational content. Little research has investigated how virtual humans can be used to correct common misconceptions. In this study, we explored how different types of narrative structures, refutation text and expository text, influence perceptions of trust, credibility, and learning outcomes. In addition, we conducted exploratory analyses examining how different measures of trust and credibility are related to each other and how these measures may mediate learning outcomes. Results showed that the type of narrative used did not influence any measure. However, the trust and credibility measures, while related to one another, were measurably distinct. In addition, only perceptions of message trust were significantly related to learning. Perceptions of message trust did not mediate learning outcomes, but were significantly predictive of learning at nearly the same effect as prior knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01