Effects of Pedagogical Agents on Students' Mathematics Performance: A Comparison between Two Versions

Autor/inn/en	Bringula, Rex P.; Fosgate, Ian Clement O., Jr.; Garcia, Neil Peter R.; Yorobe, Josf Luinico M.
Titel	Effects of Pedagogical Agents on Students' Mathematics Performance: A Comparison between Two Versions
Quelle	In: Journal of Educational Computing Research, 56 (2018) 5, S.701-722 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117722494
Schlagwörter	Comparative Analysis; Mathematics Achievement; Feedback (Response); Mathematics Tests; Scores; Nonverbal Communication; Teaching Methods; Prior Learning; Mathematics Instruction; Computer Software; Psychological Patterns; Pretests Posttests; Problem Solving; Mathematics Teachers; Grade 7; Computer Assisted Instruction; Foreign Countries; Philippines (Manila) + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	This experimental study investigated the effects of the use of two versions of a pedagogical agent named personal instructing agent (PIA) on the mathematics performance of students. The first version exhibits synthetic facial expressions while the second version does not exhibit facial expression (i.e., neutral facial expression). Two groups of students with the same levels of prior knowledge in mathematics utilized two different versions of PIA. The first group--the facial group--utilized a PIA that provides textual and facial expressions feedback (happy, sad, surprise, and neutral facial expressions). The second group--the nonfacial group--used the same software except that PIA only exhibited neutral facial expression. The study showed that the mathematics scores of the students in the facial group significantly improved as compared with those who are in the nonfacial group. The posttest scores of the facial group were found significantly higher than those of the nonfacial group. The study showed that PIA that exhibited synthetic facial expressions improved students' mathematics learning. It is concluded that synthetic facial expressions and textual feedback of pedagogical agent can be utilized to help students learn to solve mathematics problems. Limitations and recommendations are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01