scholarly journals Does a pedagogical agent’s gesture frequency assist advanced foreign language users with learning declarative knowledge?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Robert O. Davis ◽  
Joseph Vincent ◽  
Lili Wan
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Social Cues ◽  
Cued Recall ◽  
Pedagogical Agents ◽  
The Social ◽  
Pointing Gestures ◽  
Multimedia Environments

AbstractSince the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic, metaphoric, deictic, and beat) with enhanced frequency help foreign language users learn more procedural knowledge. Therefore, this research examines how all gesture types and different frequencies influence agent persona and learning outcomes when foreign language users learn declarative knowledge. The results indicated that the use of gestures, regardless of frequency, significantly increase agent persona. However, gesture frequency produced conflicting learning outcomes. While enhancing gestures were beneficial for cued recall and recognition, the average gesture condition was not, which indicates that the strength of social cues is important.

The Effects of Fully and Partially In-Game Guidance on Players' Declarative and Procedural Knowledge With a Disaster Preparedness Serious Game

2020 ◽  
Vol 12 (4) ◽  
pp. 23-37
Author(s):  
Ting Zhou ◽  
Christian S. Loh
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Disaster Preparedness ◽  
Serious Games ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Serious Game ◽  
Moderator Effect ◽  
Interaction Term ◽  
The Relationship

Studies suggest that serious games are useful tools for disaster preparedness training, but few have examined if instructional factors differentially affect the learning outcomes. This study investigated the effects of players' gaming frequency, prior knowledge, and in-game guidance received on their declarative and procedural knowledge in a disaster preparedness serious game. Findings showed that gaming frequency was not a significant predictor for learning outcomes. By contrast, players' prior knowledge, the types of in-game guidance received, and the interaction between the two were all significant predictors for the acquisition of declarative knowledge and development of procedural knowledge. The interaction term revealed a moderator effect, indicating that the relationship between a player's prior knowledge and learning outcomes was affected by the type of in-game (full or partial) guidance received.

scholarly journals The effects of different learning conditions on the development of collocational knowledge in a second language

2021 ◽  
Author(s):  
◽  
Mark Toomer
Keyword(s):  
Incidental Learning ◽  
Procedural Knowledge ◽  
Native Speakers ◽  
Low Frequency ◽  
Declarative Knowledge ◽  
Cued Recall ◽  
Decision Task ◽  
Form Recognition ◽  
Learning Conditions ◽  
Incidental Exposure

<p>Previous research has shown that incidental exposure to second-language collocations in reading texts can produce gains in declarative collocational knowledge. However, there is little evidence that incidental exposure leads to the acquisition of procedural collocational knowledge. One key study that investigated these two areas was Sonbul and Schmitt (2013). They found that advanced non-native speakers gained substantial declarative knowledge of low-frequency technical collocations after three exposures in two incidental reading conditions in one treatment session; typographic enhancement of the collocations produced more correct answers than no enhancement. However, the researchers found no evidence of procedural collocational knowledge in a primed lexical decision task.  Experiment 1 in this thesis was a conceptual replication and extension of Sonbul and Schmitt (2013). In a counter-balanced learning and experimental condition, 62 advanced adult ESL speakers were exposed to nine occurrences of 15 low-frequency technical collocations in 500-word texts in three sessions on two consecutive days. (input flooding). Three incidental learning treatments were implemented: reading-only (typographically unenhanced), bolding-only and bolding-plus-glossing. Collocational knowledge was assessed in two tests of declarative knowledge: a cued-recall (gapfill) test and a form-recognition (multiple-choice) test. Procedural collocational knowledge was operationalised as a priming effect in a primed lexical decision task. The results of the immediate cued-recall and form-recognition post-tests corroborate Sonbul and Schmitt’s findings: multiple encounters with the collocations produced substantial declarative collocational knowledge, and more declarative knowledge was produced through exposure to typographically-enhanced collocations (with and without glosses) than to typographically-unenhanced collocations. Procedural knowledge was found, but, unexpectedly, only in the reading-only treatment.  Experiment 2 focused on non-technical lexical (verb + noun) collocations and grammatical (preposition + noun) collocations. Two incidental learning conditions were used: bolding and no-bolding. Seventy-eight intermediate-to-upper-intermediate-level adult native speakers of Chinese were exposed to six occurrences of each of 48 non-technical English collocations as they read twelve 170-word treatment texts on two consecutive days. The immediate post-test session comprised a gapfill (cued-recall) test, for measuring declarative knowledge, and a self-paced reading task, for measuring procedural knowledge. The results show an increase in declarative knowledge in both learning conditions. Bolding produced more declarative knowledge of preposition + noun collocations than no bolding; however, bolding was no more effective than no bolding for verb + noun collocations. In the self-paced reading task, the absence of bolding of verb + noun collocations led to a tendency towards the development of procedural knowledge, but this was not the case for the typographically enhanced verb + noun collocations. For preposition + noun collocations (both unbolded and bolded) no evidence of procedural knowledge was found.  The findings of both experiments indicate that input flooding of collocations in incidental learning conditions can produce declarative collocational knowledge, and that typographic enhancement may lead to more declarative knowledge than lack of typographic enhancement. Repeated exposure to typographically-unenhanced collocations in reading contexts may produce procedural knowledge of collocations more quickly than exposure to typographically-enhanced collocations. These findings indicate that declarative and procedural knowledge of MWUs are dissociated in the sense that they follow different developmental paths. In a teaching context, I predict that the knowledge of collocations may be acquired incidentally through the use of texts such as graded readers which contain multiple instances of collocations.</p>

scholarly journals The effects of different learning conditions on the development of collocational knowledge in a second language

2021 ◽  
Author(s):  
◽  
Mark Toomer
Keyword(s):  
Incidental Learning ◽  
Procedural Knowledge ◽  
Native Speakers ◽  
Low Frequency ◽  
Declarative Knowledge ◽  
Cued Recall ◽  
Decision Task ◽  
Form Recognition ◽  
Learning Conditions ◽  
Incidental Exposure

<p>Previous research has shown that incidental exposure to second-language collocations in reading texts can produce gains in declarative collocational knowledge. However, there is little evidence that incidental exposure leads to the acquisition of procedural collocational knowledge. One key study that investigated these two areas was Sonbul and Schmitt (2013). They found that advanced non-native speakers gained substantial declarative knowledge of low-frequency technical collocations after three exposures in two incidental reading conditions in one treatment session; typographic enhancement of the collocations produced more correct answers than no enhancement. However, the researchers found no evidence of procedural collocational knowledge in a primed lexical decision task.  Experiment 1 in this thesis was a conceptual replication and extension of Sonbul and Schmitt (2013). In a counter-balanced learning and experimental condition, 62 advanced adult ESL speakers were exposed to nine occurrences of 15 low-frequency technical collocations in 500-word texts in three sessions on two consecutive days. (input flooding). Three incidental learning treatments were implemented: reading-only (typographically unenhanced), bolding-only and bolding-plus-glossing. Collocational knowledge was assessed in two tests of declarative knowledge: a cued-recall (gapfill) test and a form-recognition (multiple-choice) test. Procedural collocational knowledge was operationalised as a priming effect in a primed lexical decision task. The results of the immediate cued-recall and form-recognition post-tests corroborate Sonbul and Schmitt’s findings: multiple encounters with the collocations produced substantial declarative collocational knowledge, and more declarative knowledge was produced through exposure to typographically-enhanced collocations (with and without glosses) than to typographically-unenhanced collocations. Procedural knowledge was found, but, unexpectedly, only in the reading-only treatment.  Experiment 2 focused on non-technical lexical (verb + noun) collocations and grammatical (preposition + noun) collocations. Two incidental learning conditions were used: bolding and no-bolding. Seventy-eight intermediate-to-upper-intermediate-level adult native speakers of Chinese were exposed to six occurrences of each of 48 non-technical English collocations as they read twelve 170-word treatment texts on two consecutive days. The immediate post-test session comprised a gapfill (cued-recall) test, for measuring declarative knowledge, and a self-paced reading task, for measuring procedural knowledge. The results show an increase in declarative knowledge in both learning conditions. Bolding produced more declarative knowledge of preposition + noun collocations than no bolding; however, bolding was no more effective than no bolding for verb + noun collocations. In the self-paced reading task, the absence of bolding of verb + noun collocations led to a tendency towards the development of procedural knowledge, but this was not the case for the typographically enhanced verb + noun collocations. For preposition + noun collocations (both unbolded and bolded) no evidence of procedural knowledge was found.  The findings of both experiments indicate that input flooding of collocations in incidental learning conditions can produce declarative collocational knowledge, and that typographic enhancement may lead to more declarative knowledge than lack of typographic enhancement. Repeated exposure to typographically-unenhanced collocations in reading contexts may produce procedural knowledge of collocations more quickly than exposure to typographically-enhanced collocations. These findings indicate that declarative and procedural knowledge of MWUs are dissociated in the sense that they follow different developmental paths. In a teaching context, I predict that the knowledge of collocations may be acquired incidentally through the use of texts such as graded readers which contain multiple instances of collocations.</p>

Do Pedagogical Agents Facilitate Learner Motivation and Learning Outcomes?

2010 ◽  
Vol 22 (2) ◽  
pp. 84-97 ◽  
Author(s):  
Steffi Domagk
Keyword(s):  
Agency Theory ◽  
Social Cues ◽  
Social Agency ◽  
Pedagogical Agents ◽  
Material Research ◽  
Transfer Performance ◽  
Learner Motivation ◽  
The Social ◽  
Motivation And Learning

Pedagogical agents – lifelike characters that guide users through multimedia learning environments – are intended to facilitate the learning process. According to social agency theory, the presentation of social cues (the image and voice of the agent) may prime the social interaction schema and cause the learner to deeply process the learning material. Research on pedagogical agents focuses mainly on either the role of the presence of pedagogical agents, by comparing agent and no-agent groups, or on the design of the character, by comparing different agent groups. This article takes a comprehensive view combining both approaches in order to answer the question of how pedagogical agents should be designed so as to promote learner motivation and learning. It is argued that not only the mere presence, but also the valence of the social cues presented plays a decisive role. Two experiments examine the role of the perceived appeal of a pedagogical agent’s appearance and voice. The results of Experiment 1 indicate that pedagogical agents may promote transfer performance, but only if they are appealing in appearance. The mere inclusion of a pedagogical agent yielded no effect on motivation or learning. Experiment 2 suggests that a high appeal of the pedagogical agent’s appearance and voice promoted transfer performance. However, this advantage did not occur when compared to a control group without an agent. The presentation of two unappealing social cues (appearance and voice) even harmed transfer. This result suggests an important modification of social agency theory.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

Does context matter? Effects of robot appearance and reliability on social attention differs based on lifelikeness of gaze task

2020 ◽  
Author(s):  
Abdulaziz Abubshait ◽  
Patrick P. Weis ◽  
Eva Wiese
Keyword(s):  
Cognitive Processing ◽  
Social Cognitive ◽  
Physical Appearance ◽  
Mental States ◽  
Social Attention ◽  
Social Cues ◽  
Social Signals ◽  
Mind Perception ◽  
The Social ◽  
Behavioral Features

Social signals, such as changes in gaze direction, are essential cues to predict others’ mental states and behaviors (i.e., mentalizing). Studies show that humans can mentalize with non-human agents when they perceive a mind in them (i.e., mind perception). Robots that physically and/or behaviorally resemble humans likely trigger mind perception, which enhances the relevance of social cues and improves social-cognitive performance. The current ex-periments examine whether the effect of physical and behavioral influencers of mind perception on social-cognitive processing is modulated by the lifelikeness of a social interaction. Participants interacted with robots of varying degrees of physical (humanlike vs. robot-like) and behavioral (reliable vs. random) human-likeness while the lifelikeness of a social attention task was manipulated across five experiments. The first four experiments manipulated lifelikeness via the physical realism of the robot images (Study 1 and 2), the biological plausibility of the social signals (Study 3), and the plausibility of the social con-text (Study 4). They showed that humanlike behavior affected social attention whereas appearance affected mind perception ratings. However, when the lifelikeness of the interaction was increased by using videos of a human and a robot sending the social cues in a realistic environment (Study 5), social attention mechanisms were affected both by physical appearance and behavioral features, while mind perception ratings were mainly affected by physical appearance. This indicates that in order to understand the effect of physical and behavioral features on social cognition, paradigms should be used that adequately simulate the lifelikeness of social interactions.

scholarly journals A Predictive Model Assessing Genetic Susceptibility Risk at Workplace

2019 ◽  
Vol 16 (11) ◽  
pp. 2012 ◽  
Author(s):  
Chiarella ◽  
Capone ◽  
Carbonari ◽  
Sisto
Keyword(s):  
Foreign Language ◽  
Principal Component ◽  
Health Conditions ◽  
Genotype Frequency ◽  
Individual Heterogeneity ◽  
Cultural Backgrounds ◽  
Host Countries ◽  
Polymorphic Genes ◽  
Safety And Health ◽  
The Social

(1) Background: The study of susceptibility biomarkers in the immigrant workforce integrated into the social tissue of European host countries is always a challenge, due to high individual heterogeneity and the admixing of different ethnicities in the same workplace. These workers having distinct cultural backgrounds, beliefs, diets, and habits, as well as a poor knowledge of the foreign language, may feel reluctant to donate their biological specimens for the biomonitoring research studies. (2) Methods: A model predicting ethnicity-specific susceptibility based on principal component analysis has been conceived, using the genotype frequency of the investigated populations available in publicly accessible databases. (3) Results: Correlations among ethnicities and between ethnic and polymorphic genes have been found, and low/high-risk profiles have been identified as valuable susceptibility biomarkers. (4) Conclusions: In the absence of workers’ consent or access to blood genotyping, ethnicity represents a good indicator of the subject’s genotype. This model, associating ethnicity-specific genotype frequency with the susceptibility biomarkers involved in the metabolism of toxicants, may replace genotyping, ensuring the necessary safety and health conditions of workers assigned to hazardous jobs.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

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