This past decade has seen an increase in the use of an interesting approach to facilitate the humanization of human-computer interaction (HCI): the use of animated characters, or agents, as interfaces that mediate between the human being and the machine. The design of animated agents has been, in general, based on human characteristics, such as gender, age, ethnic representation, and personality traits, as well as the use of gestures, facial expressions, and emotions. The challenge so far has been to identify what characteristics work better in what types of environment. In order to determine what kind of agents and what type of instructional contexts (ICs) would be more suitable for computer-assisted language learning (CALL) purposes, an experiment was designed to investigate the effect of agent accent (Anglo, Hispanic), appearance (Anglo, Hispanic), and type of instructional activity (Grammar-based, Communication-oriented) on student performance, motivation, and perception of agent. The study was conducted on a population of 212 college students enrolled in a basic Spanish class at a large southeastern university in the United States. Results indicated that there were no differences in performance, motivation or perception of agent between students exposed to the matching attributes (MA) agents (i.e., Anglo accent + Anglo appearance, and Hispanic Accent + Hispanic appearance) and students exposed to the non-matching attributes (NA) agents (i.e., Anglo accent + Hispanic appearance, and Hispanic accent + Anglo appearance). In addition, there were no differences in performance or motivation between students who worked with the Anglo (AA) agent and students who worked with the Hispanic (HH) agent in the grammar-based activity or the communication-oriented activity. Results did show a significant difference in motivation ratings between the AA and HH agents when the two types of instructional activity were merged into one dataset (HH > AA). Students felt more satisfied when they received positive feedback from the HH agent, and they were more willing to repeat the experience. Data analysis also indicated significant differences in student perception of agent. Participants who worked with the AA agent in the grammar-based activity rated that agent higher in terms of communicative ability (in spite of both agents using exactly the same script to deliver instruction), while students who worked with the HH agent in the communication-oriented activity thought that agent was more knowledgeable about the Hispanic culture, was better prepared to function in both Hispanic and Anglo cultures, had a more friendly attitude, and was more willing to answer student questions. AA). Students felt more satisfied when they received positive feedback from the HH agent, and they were more willing to repeat the experience. Data analysis also indicated significant differences in student perception of agent. Participants who worked with the AA agent in the grammar-based activity rated that agent higher in terms of communicative ability (in spite of both agents using exactly the same script to deliver instruction), while students who worked with the HH agent in the communication-oriented activity thought that agent was more knowledgeable about the Hispanic culture, was better prepared to function in both Hispanic and Anglo cultures, had a more friendly attitude, and was more willing to answer student questions. These results seem to indicate that students tended to use their previous beliefs about language instructors to assign human-like qualities to the animated agents. As a consequence, some agent characteristics had either positive or negative effects on the students, in line with previous research on classroom interactions. Similarly, some motivational interventions had a positive effect on the students, as expected based on previous studies. Although more data are needed to strengthen the significance of these findings, these results have important practical and theoretical implications for the use of animated agents in language learning environments. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of
Philosophy. / Summer Semester, 2008. / April 8, 2008. / Pedagogical Agents, Language Learning, Animated Agents, Animated Pedagogical Agent, CAI, Spanish, Computer-Based, Computer-Assisted, Call / Includes bibliographical references. / John M. Keller, Professor Directing Dissertation; Michael Leeser, Outside Committee Member; Walter Wager, Committee Member; J. Michael Spector, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_180277 |
| Contributors | Pé́rez Galluccio, Roberto Gustavo (authoraut), Keller, John M. (professor directing dissertation), Leeser, Michael (outside committee member), Wager, Walter (committee member), Spector, J. Michael (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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