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• W1538355064 abstract "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 learners' perceptions of agent persona. Two experiments were conducted to examine PALS' affect separately in terms of affective expression and 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 revealed the significant effect of PAL affective expression on agent persona: Students who worked with the positive or neutral PALS perceived agent persona more positively than students who worked with the negative PAL (p < .05). Second, PALs' affective response significantly influenced interest and self-efficacy: Students who worked with the PAL that responded to their affect showed significantly higher interest (p < .05) and self-efficacy beliefs (p < .05) than students who worked with the non-responsive PAL. Third, PALS' gender significantly affected learning, interest, and agent persona: Students who worked with a male PAL recalled more (p < .01) and were more interested in the task and the PAL (p < .05) in Experiment I. This positive impact of a male PAL was consistent on learners' perceptions of PAL persona in Experiment II (p < .05). Lastly, there was a significant interaction effect between PAL affective expression and gender on agent persona in Experiment I (p <.05): When the PALs expressed positive affect, the male PAL's persona was perceived more positively than the female PAL's; however, this interaction was minimal when the PALs expressed negative or neutral affect. This interaction trend was also appeared for learner interest in Experiment I. Overall, PALs' affect and gender influenced learners' affective and cognitive characteristics as real human teachers or peers did (Wong & Dornbusch, 2000). Given this finding, researchers can design the gender and affect of PALs appropriately in the way that facilitates learning and motivation in computer-based environments." @default.
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• W1538355064 date "2004-01-01" @default.
• W1538355064 modified "2023-09-27" @default.
• W1538355064 title "Pedagogical agents as learning companions: the effects of agent affect and gender on student learning, interest, self-efficacy, and agent persona" @default.
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