Pedagogical Agents as Social Models to Influence Learner Attitudes
نویسندگان
چکیده
In this paper we propose the role of pedagogical agents as social models. We first framed our arguments in social cognitive perspectives and supported them with findings from several experimental studies we have conducted. In the studies, we found that learners perceived their agents socially and that the agents’ social presence influenced the learner’s cognitive and affective characteristics. Two on-going projects highlighting the agents’ role as social models for enhancing females’ motivation and attitudes toward math and engineering are briefly described. We have consistently found that a particularly effective use of a pedagogical agent is as a “social model” to enhance learners’ motivation and attitudes. Given that such affective characteristics enable the learner to face challenges, to engage, and to persist in learning, implementing pedagogical agents for this purpose is of great value. In that an individual’s learning and cognitive development are inevitably rooted in the social context where the individual has been placed, his/her positive or negative attitudes towards the learning task may also be mediated by simulated social relations and social interactions. Social modeling research illustrates how the presence and role of others (in this case, that of an anthropomorphic pedagogical agent) can influence one’s self-efficacy beliefs and social and intellectual functioning. Social modeling refers to psychological and behavioral changes that result from observing others in social contexts. Through vicarious experience and/or social interaction, learners acquire resources or expertise mediated through the social models. For example, a pedagogical agent serving as a ‘mastery model’ may demonstrate positive attitudes towards the task and/or the desired levels of performance so that a learner can learn vicariously. Or an agent may work along with a learner as a companion (see Cassell & colleagues, and Goldman & colleagues, this issue) and even figuratively learn from the learner (see Schwartz & colleagues, this issue), serving as a ‘coping model.’ We first inquired into the design constituents of a pedagogical agent that would produce successful modeling effects. Relying on Bandura’s (1997) concept of attribute similarity – that having similar personal characteristics of learner and social model is desirable, we (Kim & Baylor, in press) proposed seven design constituents important for a pedagogical agent serving as an effective social model: 1) agent competency, 2) interaction type, 3) affect, 4) gender, 5) ethnicity, 6) multiplicity, and 7) feedback. We have conducted several experimental studies examining the impact of varying permutations of the constituents on learners’ perceptions, social judgments, and motivation. Agent Competency and Interaction Type We experimentally examined whether the levels of competency and interaction type of a pedagogical agent designed as a simulated peer would influence learners’ selfefficacy beliefs in the task and their attitudes towards the agent and their learning as measured by recall and application (Kim et al., 2006). Agent competency (high vs. low) Kim, Y., & Baylor, A. L. (2007). Pedagogical agents as social models to influence learner attitudes. Educational Technology, 47(01), 23-28.
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تاریخ انتشار 2014