1 Meta-Analysis of the Effectiveness of Pedagogical Agent 報告人：張純瑋 Kim, M. & Ryu, J. (2003). Meta-analysis of the effectiveness of pedagogical agent.

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1 Meta-Analysis of the Effectiveness of Pedagogical Agent 報告人：張純瑋 Kim, M. & Ryu, J. (2003). Meta-analysis of the effectiveness of pedagogical agent. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp ). Chesapeake, VA: AACE.

2 Introduction (1) highly interactive communication pedagogical agents as a promising solution of providing highly interactive communication between learners and computer. to investigate how the quality of agents’ image affects learners’ performance and/or attitude by using lifelike agents (Atkinson, Merrill, & Patterson, 2002; Lester, Towns, & FitzGerald, 1999; Moreno, Mayer, & Lester, 2000). examined animation effects in pedagogical agents (Baylor & Ryu, In press; Craig, Gholson, & Driscoll, 2002; Johnson, Rickel, & Lester, 2000). researchers have studies in different knowledge domains from affective to cognitive skills (Atkinson et al., 2002; Johnson, 2001; Lester et al., 1997; Moreno, Mayer, Spires, & Lester, 2001).

3 Introduction (2) the effects of pedagogical agents seem to have promise for education. facilitate interactive communication between human learners and computers in learning environments. provide contextualized instruction, help increasing learners’ motivation, and/or enhance problem-solving skills. there is no clear distinction of what factors of pedagogical agent have more impact on learning in either the affective or cognitive domains. Dehn & Mulken’s review focused just on human computer interaction of agents in general (not on pedagogical agent) (only covered to 1998). This study was to summarize the empirical studies conducted to evaluate the effect of pedagogical agents.

4 Conceptual framework (Definition of pedagogical agnet) For the purpose of the present meta-analysis, the following definition for pedagogical agent was formulated: a software entity (regardless of whether it has visual or auditory feature) that carries out some set of operations on behalf of a user or another program with some degree of independence or autonomy, and it employs some knowledge or representation of the user’s pedagogical goals and desires.

5 3. Method Data Filtering: by using 28 recent pedagogical agent studies remained through data filtering, common variables were found. Independent variables: presence of agent (agent or no agent), image effect (presence or absence), voice effect (narration or text), and animation effect (presence or absence) Dependent variables: affective (persona effect) and cognitive (retention & transfer test) domain. Grouping comparisons were used for estimating average effect size with 6 studies exactly fitted to the frame of variables.

6 Independent and dependent variables in 6 studies

7 Value of effect xize

8 Summary Presence of Agent Presence of Agent always yielded significant effect size across the dependent variables, Retention, Transfer, and Persona. there is a strong effect of using Agent for educational settings. the presence of agent Voice the presence of agent Voice also has a strong effect across the dependent variables. providing voice or narration would have a greater effect than providing text only. the presence of agent image the presence of agent image positively affects Persona. but it was not significant in learning outcome. Animation effect Animation effect was evaluated as a non-significant effect size across the dependent variables.

9 Suggestions different knowledge domain a great variety of agent sin different knowledge domain is needed methodological shortcomings It is important to overcome the methodological shortcomings of many existing studies such as too few subjects, repeated measure fine-grained perspective they should take more fine-grained perspective on the effect of employing pedagogical agents on the user’s motivation and cognition cultural difference further investigation of cultural difference in agent based learning is desirable. interviewsfollow up questionnaires more deep interviews or follow up questionnaires are recommended. long-term effect further exploration of long-term effect of agent based learning environment should be carried out. characteristics of the learner almost no work on considering the characteristics of the learner has been conducted.

10 End Thank you

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