A Social-Cognitive Framework for Pedagogical Agents as Learning Companions

Autor/inn/en	Kim, Yanghee; Baylor, Amy L.
Titel	A Social-Cognitive Framework for Pedagogical Agents as Learning Companions
Quelle	In: Educational Technology Research and Development, 54 (2006) 6, S.569-596 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-006-0637-3
Schlagwörter	Computer Simulation; Interpersonal Relationship; Interaction; Learning Processes; Epistemology; Social Cognition; Motivation; Computer Assisted Instruction; Models + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Learning process; Lernprozess; Erkenntnistheorie; Soziale Kognition; psychologische; Motivation (psychologisch); Computer based training; Computerunterstützter Unterricht; Analogiemodell
Abstract	Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)--animated digital characters functioning to simulate human-peer-like interaction--might provide an opportunity to simulate such social interaction in computer-based learning. In this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition, social interaction, and Bandura's social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives, we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10