The purpose of the study was to examine the impact of the affect and gender of pedagogical agents as learning companions (PALs) on learning, interest, self-efficacy, and agent persona. Two experiments were conducted to examine PALs' affect separately in terms of affective expression and affective response. 142 students in a computer literacy course participated in Experiment I, which examined the effects of PALs' affective expression (positive vs. negative vs. neutral) and gender (male vs. female). 56 pre-service teachers participated in Experiment II, which examined the effects of PALs' affective response(responsive vs. non-responsive) and gender (male vs. female). The results of Experiment I indicated that affective expression significantly influenced agent persona: Students who worked with the PAL expressing positive affect perceived the PAL's persona more positively than students who worked with the negative PAL (p The results of Experiment II revealed that PALs' affective response significantly influenced interest and self-efficacy: Students who worked with a PAL that responded to their affect showed significantly higher interest (p Overall, PALs' affect and gender influenced learners' affective and cognitive characteristics as real human teachers or peers did (Wong & Dornbusch, 2000). This implies that PAL-learner relationships in computer-based learning can be consistent with human peer relationships in traditional classrooms. Given the finding of the study confirming the instructional impact of PALs' affect and gender, researchers can design the gender and affect of PALs appropriately in the way that facilitate learning and motivation in computer-based 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, 2004. / June 29, 2004. / Affective Pedagogical Agents, Pedagogical Agents, Learning Companions, Educational Technology, Computer-Based Learning / Includes bibliographical references. / Amy L. Baylor, Professor Directing Dissertation; Ian Douglas, Outside Committee Member; John M. Keller, Committee Member; Marcy P. Driscoll, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_181467 |
| Contributors | Kim, Yanghee (authoraut), Baylor, Amy L. (professor directing dissertation), Douglas, Ian (outside committee member), Keller, John M. (committee member), Driscoll, Marcy P. (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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