Designing Animated Pedagogical Agent (APA) To Scaffold Student Learning In Online Problem-Based Learning (PBL) Environment

This paper describes on the idea in integrating APA as an alternative approach as scaffolding in PBL. APA will be operated as a virtual tutor and guide learners through the learning process in PBL environment

Designing Animated Pedagogical Agent (APA) to Scaffold Student Learning on Online Problem-Based Learning (PBL) Environment

This paper describes on the idea in integrating animated pedagogical agent (APA) as an alternative approach as scaffolding in Problem-Based Learning (PBL). APA will be operated as a virtual tutor and guided learners through the learning process in PBL. It is suggested to provide the potential solution to replace the human tutor request in PBL

The use of animated agents in e‐learning environments: an exploratory, interpretive case study

There is increasing interest in the use of animated agents in e‐learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e‐learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated agents will need to accommodate, the diverse range of roles that pedagogical animated agents can usefully support, the dichotomous relationship that emerges between these roles and that of the lecturer, and student perception of the degree of autonomy that can be afforded to animated agents

Genisa: A web-based interactive learning environment for teaching simulation modelling

Intelligent Tutoring Systems (ITS) provide students with adaptive instruction and can facilitate the acquisition of problem solving skills in an interactive environment. This paper discusses the role of pedagogical strategies that have been implemented to facilitate the development of simulation modelling knowledge. The learning environment integrates case-based reasoning with interactive tools to guide tutorial remediation. The evaluation of the system shows that the model for pedagogical activities is a useful method for providing efficient simulation modelling instruction

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

Decolonising sociology curriculum: Using an online immersive learning environment to deliver cross-cultural training

The paper describes an online cultural training workshop based around the complex Aboriginal Kinship systems used in Australia. The purpose of this paper is to discuss the learning environment where the thematic focus is on relationships and interaction, and how immersive learning and narrative teaching styles work together within a social constructivist approach to deliver this outcome. Prior to discussing how both a social constructivist immersive learning environment achieves such outcomes, the paper will describe the online workshop design in the context of decolonizing mainstream pedagogies

Intelligent agent supported personalization for virtual learning environments

Virtual learning environments (VLEs) are computer-based online learning environments, which provide opportunities for online learners to learn at the time and location of their choosing, whilst allowing interactions and encounters with other online learners, as well as affording access to a wide range of resources. They have the capability of reaching learners in remote areas around the country or across country boundaries at very low cost. Personalized VLEs are those VLEs that provide a set of personalization functionalities, such as personalizing learning plans, learning materials, tests, and are capable of initializing the interaction with learners by providing advice, necessary instant messages, etc., to online learners. One of the major challenges involved in developing personalized VLEs is to achieve effective personalization functionalities, such as personalized content management, learner model, learner plan and adaptive instant interaction. Autonomous intelligent agents provide an important technology for accomplishing personalization in VLEs. A number of agents work collaboratively to enable personalization by recognizing an individual's eLeaming pace and reacting correspondingly. In this research, a personalization model has been developed that demonstrates dynamic eLearning processes; secondly, this study proposes an architecture for PVLE by using intelligent decision-making agents' autonomous, pre-active and proactive behaviors. A prototype system has been developed to demonstrate the implementation of this architecture. Furthemore, a field experiment has been conducted to investigate the performance of the prototype by comparing PVLE eLearning effectiveness with a non-personalized VLE. Data regarding participants' final exam scores were collected and analyzed. The results indicate that intelligent agent technology can be employed to achieve personalization in VLEs, and as a consequence to improve eLeaming effectiveness dramatically

Effects of Pedagogical Agent Design on Training Evaluation Measures: A Meta-Analysis

Pedagogical agents are, conversational virtual characters employed in electronic learning environments to serve various instructional functions (Veletsianos & Miller, 2008). They can take a variety of forms, and have been designed to serve various instructional roles, such as mentors, experts, motivators, and others. Given the increased availability and sophistication of technology in recent decades, these agents have become increasingly common as facilitators to training in educational settings, private institutions, and the military. Software to aid in the creation of pedagogical agents is widely available. Additionally, software use and agent creation often requires little formal training, affording nearly anyone the opportunity to create content and digital trainers to deliver it. While the popularity of these instructional agents has increased rapidly in practice, it has outpaced research into best practices for agent design and instructional methods. The personas programmed into pedagogical agents are recognizable by the people interacting with them, and have been shown to impact various learning outcomes. The form and realism of training agents have also been shown to have substantial impacts on people\u27s perceptions and relationships with these beings. Additionally, agents can be designed in environments that utilize different methods of content delivery (e.g., spoken words versus text), resulting in varying levels of cognitive load (and thus, varying learning outcomes). In an educational setting, agent perceptions and interactions could impact the effectiveness of a training program. This meta-analysis uses the Integrated Model of Training Evaluation and Effectiveness (IMTEE) as an over-arching framework to examine the effects of training characteristics on training evaluation measures (Alvarez, Salas, & Garofano, 2004). Training characteristics refer to any training-specific qualities that may impact learning outcomes compared to other training programs that offer the same or similar content. Training evaluation refers to the practice of measuring important training outcomes to determine whether or not a training initiative meets its stated objectives. The pedagogical agent training characteristics evaluated in this study include agent iconicity (level of detail and realism), agent roles, and agent instructional modalities. The evaluation measures being examined include post-training self-efficacy, cognitive learning, training performance, and transfer performance. The Uncanny Valley Theory (Mori, 1970) suggests that agent iconicity (level of detail and realism) is expected to relate to training evaluation measures differently for human-like and non-human-like agents, such that low levels of iconicity (high realism) in non-human-like agents and moderate levels of iconicity in human-like agents would result in optimal training outcomes. These hypotheses were partially supported in that trainees achieved the highest levels of performance on transfer tasks when working with moderately realistic human-like trainers. No significant effects were seen for non-human-like trainers. Additionally, it was expected that the relationship between instructional modality and all training evaluation measures would be positive and stronger for modalities that produce deeper cognitive processing (Explaining and Questioning) than the modalities that produce shallower processing (Executing and Showing). This hypothesis was not supported. The relationship between agent role and all training evaluation measures was expected to be positive and stronger for modalities that produce deeper cognitive processing (Coaching and Testing) than the roles that produce shallower processing (Supplanting and Demonstrating). This hypothesis was not supported. Additionally, agents that minimize extraneous cognitive processing were also expected to outperform those that require excess cognitive demands. Agents that utilize speech, personalized messages, facial expressions, and gestures were expected to lead to improved training outcomes compared to those that primarily utilize text, speak in monologue, are expressionless, and/or are devoid of gestures. This hypothesis was partially supported in that agents who were merely present on-screen (physically directing learner attention) resulted in the lowest transfer task performance compared to more active agents who delivered actual content (via speech or text). Learner control (versus trainer control) over support delivery was expected to contribute to improved training outcomes, and support that is delayed in its delivery was expected to hinder performance on training evaluation measures. These hypotheses were not supported. This meta-analysis, backed by an integration of theories from computer science and multiple disciplines within psychology, contributes to the field of employee training by informing decisions regarding when and how pedagogical agents can best be used in applied setting as viable training tools

Когнитивни процеси, емоции и интелигентни интерфејси

Студијата презентира истражувања од повеќе научни дисциплини, како вештачка интелигенција, невронауки, психологија, лингвистика и филозофија, кои имаат потенцијал за креирање на интелигентни антропоморфни агенти и интерактивни технологии. Се разгледуваат системите од симболичка и конекционистичка вештачка интелигенција за моделирање на човековите когнитивни процеси, мислење, донесување одлуки, меморија и учење. Се анализираат моделите во вештачка интелигенција и роботика кои користат емоции како механизам за контрола на остварување на целите на роботот, како реакција на одредени ситуации, за одржување на процесот на социјална интеракција и за создавање на поуверливи антропормфни агенти. Презентираните интердисциплинарни методологии и концепти се мотивација за создавање на анимирани агенти кои користат говор, гестови, интонација и други невербални модалитети при конверзација со корисниците во интелигентните интерфејси