Teaching learning strategies with a pedagogical agent: The effects of a virtual tutor and its appearance on learning and motivation
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In: Journal of Media Psychology, Vol. 22, No. 2, 2010, p. 73-83.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Teaching learning strategies with a pedagogical agent
T2 - The effects of a virtual tutor and its appearance on learning and motivation
AU - Sträfling, Nicole
AU - Fleischer, Ivonne
AU - Polzer, Christin
AU - Leutner, Detlev
AU - Krämer, Nicole C.
PY - 2010
Y1 - 2010
N2 - 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.
AB - 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.
KW - E-learning
KW - Pedagogical agents
KW - Physical appearance
KW - Self-regulated learning
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=78649287944&partnerID=8YFLogxK
U2 - 10.1027/1864-1105/a000010
DO - 10.1027/1864-1105/a000010
M3 - Journal articles
AN - SCOPUS:78649287944
VL - 22
SP - 73
EP - 83
JO - Journal of Media Psychology
JF - Journal of Media Psychology
SN - 1864-1105
IS - 2
ER -