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- W3084370606 abstract "Digital games are increasingly being used as an aid in education, motivating students to learn in highly engaging environments. However, it is reported that children often do not attend instructive information such as feedback delivered by learning systems. In order to assist children in paying attention to the instructive information, visual cueing can be implemented using either simple techniques such as arrows or through a more social approach by animated pedagogical agents. Teachable Agents (TA) are another form of the pedagogical agents used in this study. Several studies have shown that TAs have unique social characteristics such as engaging learners in a teacher-pupil metaphor. The present research examines the TA’s cueing strategy on children’s noticing and reading feedback in the context of an educational game. The feedback process was analyzed and broken down into five phases; noticing, reading, understanding, acting upon, and progressing. With a focus on the noticing and reading phases, the effects of three different cueing conditions on those phases were compared; TA’s pointing and gazing at feedback, an arrow’s pointing at feedback, and feedback alone (the control condition). Eye-movements of participants were recorded and analyzed to assess the noticing and reading behaviors during the feedback session. In order to examine whether the participants actually read the feedback, a custom-made reading filter was employed. Results revealed that the TA condition showed positive effects both on noticing and reading whilst the arrow condition did not. These results indicate that the visual cueing via TA is effective in drawing children’s attention to feedback. Additionally, correlations among the feedback phases were calculated from an explorative perspective. The only significant correlation detected across feedback phases and final performance was between the noticing and reading phases." @default.
- W3084370606 created "2020-09-14" @default.
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- W3084370606 date "2017-01-01" @default.
- W3084370606 modified "2023-09-27" @default.
- W3084370606 title "Effects of teachable agents on children's noticing and reading feedback in a digital educational game" @default.
- W3084370606 hasPublicationYear "2017" @default.
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