Pedagogical Agents and the Efficiency of Instructional Conditions in Educational Applications

2012 ◽  
pp. 121-133 ◽  
Author(s):  
Eliseo Reategui ◽  
Leila Maria Araújo dos Santos ◽  
Liane Tarouco
Keyword(s):  
Social Interaction ◽  
Task Performance ◽  
Relative Efficiency ◽  
Educational Software ◽  
Pedagogical Agents ◽  
Learning Material ◽  
Conversational Agent ◽  
Individualized Learning ◽  
Learning Research ◽  
Educational Applications

This chapter discusses how the use of pedagogical agents in educational applications may influence the relative efficiency of instructional conditions, a concept proposed by Paas & Merriënboer (1993), which combines the measures of mental effort and task performance to determine, for example, how efficient certain settings are regarding their potential to promote learning. The authors describe an experiment carried out with 179 students who were enrolled in a distance learning course about educational software. The results of the study demonstrated that the conversational agent contributed to the improvement of the efficiency of instructional conditions. Such results make a relevant contribution to interactive learning research as they demonstrate that the use of pedagogical agents may improve the efficiency of learning material. Furthermore, by simulating social interaction, these agents may expand the boundaries of educational applications, which have been often designed mainly for individualized learning.

scholarly journals Improving Learner-Computer Interaction through Intelligent Learning Material Delivery Using Instructional Design Modeling

Entropy ◽  
2021 ◽  
Vol 23 (6) ◽  
pp. 668
Author(s):  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Instructional Design ◽  
Adaptive Learning ◽  
Educational Software ◽  
Learning Experience ◽  
Learning Material ◽  
Java Programming ◽  
Undergraduate University Students ◽  
Intelligent Tools ◽  
Content Based Filtering ◽  
Computer Interaction

This paper describes an innovative and sophisticated approach for improving learner-computer interaction in the tutoring of Java programming through the delivery of adequate learning material to learners. To achieve this, an instructional theory and intelligent techniques are combined, namely the Component Display Theory along with content-based filtering and multiple-criteria decision analysis, with the intention of providing personalized learning material and thus, improving student interaction. Until now, the majority of the research efforts mainly focus on adapting the presentation of learning material based on students’ characteristics. As such, there is free space for researching issues like delivering the appropriate type of learning material, in order to maintain the pedagogical affordance of the educational software. The blending of instructional design theories and sophisticated techniques can offer a more personalized and adaptive learning experience to learners of computer programming. The paper presents a fully operating intelligent educational software. It merges pedagogical and technological approaches for sophisticated learning material delivery to students. Moreover, it was used by undergraduate university students to learn Java programming for a semester during the COVID-19 lockdown. The findings of the evaluation showed that the presented way for delivering the Java learning material surpassed other approaches incorporating merely instructional models or intelligent tools, in terms of satisfaction and knowledge acquisition.

Web X.0

2010 ◽  
pp. 1-11 ◽  
Author(s):  
San Murugesan
Keyword(s):  
Social Interaction ◽  
New Technologies ◽  
Well Being ◽  
Business Strategies ◽  
Paradigm Shifts ◽  
Web Technologies ◽  
Social Trends ◽  
Educational Applications ◽  
New Applications ◽  
The Web

The Web has evolved from its humble beginnings merely as a publishing medium intended for a small group of scientists to a medium of interaction, participation, and collaboration. It has dramatically influenced almost every sphere of our activity and has created paradigm shifts. Encompassing new technologies, business strategies, and social trends, the Web continues to forge many new applications that we had never imagined before or were not previously feasible. It has created new paradigms in business, social interaction, governance, and education. In this chapter, we trace the Web’s continuing evolution and phenomenal strides, outline the features and characteristics of Web 2.0, 3.0, and X.0, and examine their prospects and potential. The ability to recognize new Web technologies for their potential in business, social and educational applications, and the ability to develop and deploy creative applications based on these technologies are the keys to continued success of the Web and our progress and well being.

scholarly journals Peer teaching: a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning

2019 ◽  
Vol 5 (2) ◽  
pp. 215
Author(s):  
Asngari Asngari ◽  
Sumaryanto Sumaryanto
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Psychomotor Performance ◽  
Teaching Strategy ◽  
Peer Teaching ◽  
Learning Material ◽  
Teaching Concept ◽  
Micro Level ◽  
The Individual ◽  
Critical Literature

The learning process through peer teaching model is the teaching strategy used in physical education. Through interaction with peers or across the same age, the learning could occur in various domains. Physical education learning with various students characteristics results in the ability in absorbing the learning material as well. It causes the imbalance of psychomotor performance and social interaction. States that physical education in it also contains several demands change in the cognitive, affective, and psychomotor domains at the individual micro level. The purpose of the critical literature review of the writer is to find out that peer teaching is as a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning. This review contains a collection of international journals dealing with the topic of discussion collected and reviewed in this article. There are 10 international journals appropriate for the topic. The main finding of this review is that peer teaching is one of learning models which could be used to overcome the imbalance of psychomotor performance and social interaction. Peer teaching concept that has been compiled by Metzler using peer assistance contributes to the implementation of physical education learning. The students’ psychomotor performances which have not been evenly distributed could be helped by peer likewise social interaction.

Adaptive Interactive Narrative Model to Teach Ethics

2010 ◽  
Vol 2 (4) ◽  
pp. 1-15
Author(s):  
Rania Hodhod ◽  
Daniel Kudenko ◽  
Paul Cairns
Keyword(s):  
Computer Games ◽  
Educational Game ◽  
Pedagogical Agents ◽  
Interactive Narrative ◽  
Socratic Method ◽  
Individualized Learning ◽  
Moral Virtues ◽  
Learning Platforms ◽  
Narrative Model ◽  
Game Environment

Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been made to find ways of teaching other than traditional ones like games and role play. Narrative-based computer games are engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, the authors examine the design of an adaptive, interactive narrative model that uses a student model to provide an individualized story-path and an individualized learning process. In this regard, the authors comprise strong learning objectives underpinned by effective story telling. The adaptive narrative model has been deployed in the educational game environment, AEINS, along with the use of the Socratic Method and pedagogical agents to support teaching in the ethics domain. Evaluation results indicate the usefulness of the design and provide evidence on the development of moral reasoning and the transfer of moral virtues to its users.

Principles of Educational Software Design

2008 ◽  
pp. 898-913
Author(s):  
V. Dagdilelis
Keyword(s):  
Information And Communication Technologies ◽  
Software Design ◽  
Educational Software ◽  
Multiple Representations ◽  
Communication Technologies ◽  
General Consensus ◽  
Information And Communication ◽  
Educational Applications ◽  
Software Construction ◽  
Multiple Interface

Despite the generalized use of Information and Communication Technologies (ICT) in teaching, their educational applications have not yet been standardized: a general consensus does not exist on how ICT can be applied to teaching nor on how educational software must be constructed. In this chapter, it is argued in favor of educational software construction being guided by a didactic problematique. In this framework we consider as a promising software category mindtools and, in particular, the so-called open microworlds. Their design must be guided by a number of principles: the tool logique, the multiple interface and the multiple representations principles. In this chapter, a detailed critique of these principles is also presented.

Game-Based Instruction in a College Classroom

2009 ◽  
pp. 1427-1439
Author(s):  
Nancy Sardone ◽  
Roberta Devlin-Scherer ◽  
Joseph Martinelli
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Instructional Strategy ◽  
Development Time ◽  
Educational Software ◽  
College Classroom ◽  
Game Based Learning ◽  
Software Products ◽  
Learning Research ◽  
Based Instruction

The last 20 years have brought an increase of computers into educational and home environments, generating an explosion of available educational software products. As a result, students bring a wealth of technology experiences to the college classroom. The use of games as an instructional strategy in the higher education setting is fairly new. This chapter examines the effects of game-based instruction on learning outcomes of college students studying basic computer concepts. With the growing trend toward the use of games to support learning, research is needed to examine learning outcomes. Perhaps faculty will be willing to move to more empirically tested game-based learning strategies, even though initial curriculum development time may be increased.

Organizational Learning as a Social Process

2017 ◽  
pp. 132-155
Author(s):  
Jieun You ◽  
Junghwan Kim ◽  
Sarah M Miller
Keyword(s):  
Social Capital ◽  
Social Interaction ◽  
Organizational Learning ◽  
Learning Process ◽  
Social Process ◽  
Methodological Framework ◽  
Network Approach ◽  
Research And Practice ◽  
Factors Influencing ◽  
Learning Research

This chapter discusses about application of social capital and network approach to organizational learning research and practice. The shift of organizational learning perspective from a technical or system-structural perspective to a social or interpretative perspective highlights that organizational learning process is socially embedded and is based on social interaction/relationships. Social capital and network theories provides a conceptual framework to explain how organizational learning takes place as well as identifies social and network factors influencing organizational learning. Thus, the chapter provides implications for establishing a conceptual and methodological framework to describe and evaluate an organizational learning process by extensively reviewing the recent organizational learning research adopting social capital and network approach.

scholarly journals The Effects of Multimodal Feedback and Gender on Task Performance of Stylus Pen Users

10.5772/50187 ◽  
2012 ◽  
Vol 9 (1) ◽  
pp. 30 ◽  
Author(s):  
Eunil Park ◽  
Ki Joon Kim ◽  
Angel P. del Pobil
Keyword(s):  
Task Performance ◽  
Relative Efficiency ◽  
Similar Pattern ◽  
Multimodal Feedback ◽  
Input Devices ◽  
Feedback Type ◽  
And Gender ◽  
Subject Experiment

As various interactive input devices for computers have become available, the role of multimodal feedbacks generated by the devices has gained an increasing emphasis in recent years, with debates surrounding the relative efficiency of different feedback types of input devices. To address this and related issues, the present study conducted a 4 (types of feedback: visual vs. tactile vs. auditory vs. combined feedback) x 2 (gender: male vs. female) within-subject experiment to examine the effects of the type of feedbacks and gender on the efficiency and accuracy of a multimodal stylus pen. Results from the experiment showed that, regardless of the feedback type, males clicked the stylus faster than females while making more errors. A similar pattern was discovered when used the pen for dragging; males completed the dragging task faster than females while producing more errors. Interactions between the feedback type and gender as well as implications and limitations of the present study are discussed.

scholarly journals Heyes Empathy is not in our genes

2018 ◽  
Author(s):  
cecilia heyes
Keyword(s):  
Social Change ◽  
Social Interaction ◽  
International Relations ◽  
Public Life ◽  
Emotional Contagion ◽  
Psychological Phenomenon ◽  
Matching Mechanism ◽  
Learning Research

In academic and public life empathy is seen as a fundamental force of morality – a psychological phenomenon, rooted in biology, with profound effects in law, policy, and international relations. But the roots of empathy are not as firm as we like to think. The matching mechanism that distinguishes empathy from compassion, envy, schadenfreude, and sadism – that catches the feelings of others – is a product of learning. Research with animals, infants, adults and robots suggests that the mechanism of emotional contagion is constructed in the course of childhood through social interaction. Learned Matching implies that empathy is both agile and fragile. It can be enhanced and redirected by novel experience, and broken by social change.

Adaptive Interactive Narrative Model to Teach Ethics

2014 ◽  
pp. 234-248
Author(s):  
Rania Hodhod ◽  
Daniel Kudenko ◽  
Paul Cairns
Keyword(s):  
Computer Games ◽  
Learning Objectives ◽  
Educational Game ◽  
Pedagogical Agents ◽  
Interactive Narrative ◽  
Individualized Learning ◽  
Moral Virtues ◽  
Learning Platforms ◽  
Narrative Model ◽  
Game Environment

Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been made to find ways of teaching other than traditional ones like games and role play. Narrative-based computer games are engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, the authors examine the design of an adaptive, interactive narrative model that uses a student model to provide an individualized story-path and an individualized learning process. In this regard, the authors comprise strong learning objectives underpinned by effective story telling. The adaptive narrative model has been deployed in the educational game environment, AEINS, along with the use of the Socratic Method and pedagogical agents to support teaching in the ethics domain. Evaluation results indicate the usefulness of the design and provide evidence on the development of moral reasoning and the transfer of moral virtues to its users.

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