scholarly journals The Pedagogical Agent in Online Learning: Effects of the Degree of Realism on Achievement in Terms of Gender

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Hanafi Atan ◽  
Saidatul Maizura Sahimi ◽  
Farah M. Zain ◽  
Nabila A. N. Kamar ◽  
Noorizdayantie Samar ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Effects ◽  
Pedagogical Agent

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

scholarly journals The Mental Health Status and Associated Factors Among Medical Students Engaged in Online Learning at Home During the Pandemic: A Cross-Sectional Study From China

2021 ◽  
Vol 12 ◽  
Author(s):  
Wei-wei Chang ◽  
Liu-xia Shi ◽  
Liu Zhang ◽  
Yue-long Jin ◽  
Jie-gen Yu
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Learning Effects ◽  
Cross Sectional ◽  
Learning Time ◽  
Learning At Home ◽  
Father Relationship ◽  
Students Satisfaction

Background: The purpose of this study was to assess the mental health status of medical students engaged in online learning at home during the pandemic, and explore the potential risk factors of mental health.Methods: A cross-sectional study was conducted via an online survey among 5,100 medical students from Wannan Medical College in China. The Depression, Anxiety and Stress scale (DASS-21) was used to measure self-reported symptoms of depression, anxiety, and stress among medical students during online learning in the pandemic.Results: In total, 4,115 participants were included in the study. The prevalence symptoms of depression, anxiety, and stress were 31.9, 32.9, and 14.6%, respectively. Depression was associated with gender, grade, length of schooling, relationship with father, students' daily online learning time, and students' satisfaction with online learning effects. Anxiety was associated with gender, length of schooling, relationship with father, relationship between parents, students' daily online learning time, and students' satisfaction with online learning effects. Stress was associated with grade, relationship with father, relationship between parents, students' daily online learning time, and students' satisfaction with online learning effects.Conclusions: Nearly one-third of medical students survived with varying degrees of depression, anxiety, and stress symptoms during online learning of the COVID-19 pandemic. Gender, grade, length of schooling, family environment, and online learning environment play vital roles in medical students' mental health. Families and schools should provide targeted psychological counseling to high-risk students (male, second-year and third-year, four-year program). The findings of this study can provide reference for educators to cope with the psychological problems and formulate the mental health curriculum construction among medical students during online learning.

scholarly journals Students' Experiences of Emotional Connection with Pedagogical Agents

2015 ◽  
pp. 1380-1391
Author(s):  
Maggi Savin-Baden ◽  
Gemma Tombs ◽  
Roy Bhakta ◽  
David Burden
Keyword(s):  
Online Learning ◽  
Student Interaction ◽  
Emotional Engagement ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Emotional Connection ◽  
Responsive Evaluation ◽  
Aesthetic Appearance ◽  
Technical Literacy ◽  
Research Studies

Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals' willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students' experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user's sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student's experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.

scholarly journals Online Learning From Input Versus Offline Memory Evolution in Adult Word Learning: Effects of Neighborhood Density and Phonologically Related Practice

2014 ◽  
Vol 57 (5) ◽  
pp. 1708-1721 ◽  
Author(s):  
Holly L. Storkel ◽  
Daniel E. Bontempo ◽  
Natalie S. Pak
Keyword(s):  
Online Learning ◽  
Word Learning ◽  
Neighborhood Density ◽  
High Density ◽  
Learning Effects ◽  
Spline Regression ◽  
Density Condition ◽  
New Words ◽  
Naming Test ◽  
Better Than

Purpose In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps. Method Sixty-one adults were randomly assigned to learn low- or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were analyzed using multilevel modeling and spline regression. Results Steep learning during input was observed, with new words from dense neighborhoods and new words that were neighbors of recently learned words (i.e., second-set words) being learned better than other words. In terms of memory evolution, large and significant forgetting was observed during 1-week gaps in training. Effects of density and practice during memory evolution were opposite of those during input. Specifically, forgetting was greater for high-density and second-set words than for low-density and first-set words. Conclusion High phonological similarity, regardless of source (i.e., known words or recent training), appears to facilitate online learning from input but seems to impede offline memory evolution.

scholarly journals ‘It’s Almost like Talking to a Person’

2013 ◽  
Vol 5 (2) ◽  
pp. 78-93 ◽  
Author(s):  
Maggi Savin-Baden ◽  
Gemma Tombs ◽  
David Burden ◽  
Clare Wood
Keyword(s):  
Online Learning ◽  
Pilot Study ◽  
Emotional Engagement ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Educational Settings ◽  
Web Based ◽  
Emotional Connection ◽  
Responsive Evaluation ◽  
Lifestyle Choices

This paper presents findings of a pilot study which used pedagogical agents to examine disclosure in educational settings. The study used responsive evaluation to explore how use of pedagogical agents might affect students’ truthfulness and disclosure by asking them to respond to a lifestyle choices survey delivered by a web-based pedagogical agent. Findings indicate that emotional connection with pedagogical agents was intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. The implications of this study are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.

scholarly journals Online learning effects on students with learning disabilities: Parents’ perspectives

2021 ◽  
Vol 16 (2) ◽  
pp. 759-776
Author(s):  
Ayed Hanna Ziadat
Keyword(s):  
Learning Disabilities ◽  
Online Learning ◽  
Learning Difficulties ◽  
Descriptive Study ◽  
Learning Effects ◽  
Students With Learning Disabilities

The study aimed to investigate the parent’s perspectives toward the effect of online learning on their child’s learning, particularly, the ones with learning disabilities. This descriptive study randomly selected one hundred and ninety-three parents with students with learning difficulties. All participants received an online designed form of survey to achieve study objectives. The results carryout that:  the parents has medium perspectives toward the effects of online learning, while they have high perspectives toward factors related to their children . Furthermore, there is a statistically significant impact of online learning on the learning of students with learning difficulties and the effects of online learning on students learning disabilities differ based on their disability and are higher in case of multiple learning difficulties.   Keywords: Online learning; Parents perspectives; Students; learning disabilities; Dyslexia; Dyscalculia; Dyspraxia.

Teaching Learning Strategies with a Pedagogical Agent

2010 ◽  
Vol 22 (2) ◽  
pp. 73-83 ◽  
Author(s):  
Nicole Sträfling ◽  
Ivonne Fleischer ◽  
Christin Polzer ◽  
Detlev Leutner ◽  
Nicole C. Krämer
Keyword(s):  
Learning Strategies ◽  
Indirect Effects ◽  
Pedagogical Agents ◽  
Control Group ◽  
Learning Material ◽  
Learning Effects ◽  
Pedagogical Agent ◽  
Animated Agent ◽  
Teaching Learning

Numerous studies have tested the effects of pedagogical agents on learning and the influence of their specific appearance. What has not been analyzed, however, is whether an agent can have indirect effects when it is employed as a tutor for learning strategies rather than directly teaching the relevant learning material. In a between-subjects design (N = 45) we compared two different kinds of pedagogical agents – a cartoon-like rabbit and a realistic anthropomorphic agent – with a control group that was not tutored by an animated agent but was informed by voice only. Results showed no clear advantages for the agents compared to voice-based tutoring with regard to indirect learning effects, but they did demonstrate that the appearance of the agent matters. The rabbit-like agent was not only preferred, but people exposed themselves longer to the tutoring session when the rabbit provided feedback.

An Empirical Study of Internet-Based Collaborative Language Learning in China

2014 ◽  
Vol 926-930 ◽  
pp. 4447-4451
Author(s):  
Feng Jun Yu
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Empirical Study ◽  
Language Learning ◽  
The Internet ◽  
Online Learning Environment ◽  
Learning Effects ◽  
Whole Process ◽  
Collaborative Language ◽  
Primary Form

Internet-based collaborative learning is a great aid to the language learning and has been a primary form of Web-supported instruction, but because of the complex online learning environment, it is not easy for the teachers to design and organize a highly effective Internet-based collaborative learning model. The empirical study in this paper aims to explore the effective and efficient process of carrying out the Internet-based collaborative learning. It is suggested that the whole process be divided into four phases and the four phases of the process be regularly evaluated to help the teachers to find the problems and accordingly perfected to help the students to achieve satisfying learning effects.

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