Dirkin, Mishra & Altermatt (2005)

by | Wednesday, April 30, 2008

Dirkin, H. K., Mishra, P., & Altermatt, E. (2005). All or nothing: Levels of sociability of a pedagogical software agent and its impact on student perceptions and learning. Journal Educational Multimedia and Hypermedia. 14(2), 113-127.

Abstract:
This article reports the results of an experimental study on multimedia learning environments, which investigated the impact of increasing the social behaviors of a pedagogical agent on students’ learning experience, and learning. Paradoxically, in this experiment students detected higher degrees of social presence in both the text only and the fully animated social agent conditions than students in the voice only and static image of the agent with voice conditions. Furthermore, students had more positive perceptions of the learning experience in the text only condition. The results support the careful design of social behaviors for animated pedagogical agents if they are to be of educational value, otherwise, the use of agent technology can actually detract from the learning experience.

Topics related to this post: Design | Learning | Psychology | Publications | Research | Technology

A few randomly selected blog posts…

PersonalDNA & cool survey tricks

I just created a personalDNA map for myself. Turns out I am a Benevolent Inventor... beats being a benevolent dictator I say! However, this posting is concerned not with what the survey found out about me but rather about what I learned about the survey. Let's get the...

The mysterious pentagon… explained?

Around 2 weeks ago I posted a note about a "pentagon" I saw in some boiling lentils in my kitchen. There have been some interesting responses to this... but before I get to that, here is the original image, if you missed the original posting: Interestingly enough, a...

Meta Poetry: I and II

Meta Poetry: I and II

This sentence refers to itself. This sentence declares that this blog post is about 2 poems I wrote recently. Both these poems are self-referential to some degree, namely both poems are about poetry. I have been interested in self-reference for along time—and this...

Good-Evil Ambigram in Pub Med!

Good-Evil Ambigram in Pub Med!

My Good-Evil oscillation ambigram design is easily one of my most popular designs - having made it to multiple publications, websites, covers of magazines, on the TV Show Brain Games... and now it has made its way into a medical research journal Frontiers of...

Teaching to learning styles, what hogwash

There is an article in today's Chronicle titled Matching Teaching Style to Learning Style May Not Help Students. I have been somewhat skeptical of the learning styles literature for a while, not the least for hearing the phrase being bandied about without much...

Happy Valentine’s Day: Old/New ambigram

Happy Valentine’s Day: Old/New ambigram

I had made this design a while back, just hadn't posted it online. (Actually a hand-drawn version is on this website somewhere.) Have a great day, everyone!

Ed Psych in a digitally networked world

Figure/Ground ambigram for Educational Psychology by Punya Mishra It has been a while coming, but finally the 3rd Edition of the Handbook of Educational Psychology is finally here. We have a chapter in it about the manner in which digital and networking technologies...

Heading to India

I leave for India tomorrow to participate in a Symposium on Education Technology in Schools: Converging for Innovation & Creativity being held in Bangalore from the 20th to the 22nd of August. The meeting is organized by the Quest Alliance, USAID and International...

Uncertainty, Creativity & Mindfulness: New chapter

Uncertainty, Creativity & Mindfulness: New chapter

Danah Henriksen, Carmen Richardson, Natalie Gruber and just published a chapter (titled: Uncertainity, Creativity & Mindfulness: Opening Possibilities and Reducing Restrictions Through Mindfulness) in the edited volume: Uncertainty: A Catalyst for Creativity....

0 Comments

Submit a Comment

Your email address will not be published. Required fields are marked *