Search results for author:"Scotty Craig"
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Scotty Craig
Arizona State University
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Virtual Humans and Gesturing during Multimedia Learning: An Investigation of Predictions from the Temporal Contiguity Effect
Jessica Twyford; Scotty Craig
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2145–2149
Virtual Humans are becoming an easily available and popular component of multimedia learning that are often used in online learning environments. While they offer new affordances for multimedia learning, little systematic research has been conducted ...
Topics: research, Evaluation
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Does an agent matter?: The Effects of Animated Pedagogical Agents on Multimedia Environments
Barry Gholson; Scotty Craig
World Conference on Educational Media and Technology 2002 (2002) pp. 357–362
Data are presented on the effects of Animated Agents on multimedia learning environments with specific concerns of split attention and modality effects. The study was a 3 (agent properties: agent only, agent with gestures, no agent) x 3 (picture...
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Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive learning, Vicarious Learning, and Pedagogical Agents
Scotty Craig; Barry Gholson
Journal of Educational Multimedia and Hypermedia
College students either interacted directly with an intelligent tutoring system, called AutoTutor, by contributing to mixed initiative dialog, or they simply observed, as vicarious learners, previously recorded interactive sessions. The mean pretest ...
Topics: Animated Pedagogical Agents
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Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction
Barry Gholson; Scotty D. Craig
Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 119–139
This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge...
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Is Free Recall Active: The Testing Effect through the ICAP Lens
Christiana Bruchok; Christopher Mar; Scotty D. Craig
Journal of Interactive Learning Research Vol. 28, No. 2 (April 2017) pp. 127–148
Amidst evidence in favor of ?active learning,? online instruction widely implements passive design and tests learners? retrieval performance as opposed to learners? understanding. Literature reporting the testing effect promotes recall as a...
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Reconsidering the voice effect when learning from a virtual human
Scotty D. Craig; Noah L. Schroeder
Computers & Education Vol. 114, No. 1 (November 2017) pp. 193–205
The current paper investigates an essential design component of virtual humans, the voice they communicate with, by examining the impact of varied voice types. A standard voice effect has held that human voices should be paired with virtual humans....
Language: English
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Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes
Scotty Craig; Kurt VanLehn; Michelene T.H. Chi
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1065–1068
An In vivo classroom research study was conducted to test the generalizability of the deep-level reasoning questions effect from the vicarious learning literature to a procedural quantitative physics domain using data from the ANDES intelligent...
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The Influence of Vicarious Learning on Explicit Bias and Knowledge Retention in an Online LGBT Competency Training Program
Kody A. Ioia; Scotty D. Craig
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1034–1046
Previous research has shown that an individual’s bias can have a negative impact on behavior. One proposed method of modifying such behavior is vicarious (observational) learning. In the current study, the researcher explored the possibility of...
Topics: Learning technologies for transformational change, E-learning/E-training, Performance and outcome assessment
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Is Free Recall Active: The Testing Effect through the ICAP Lens
Christiana Bruchok; Christopher Mar; Scotty D. Craig
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 330–344
Amidst evidence in favor of ?active learning,? online instruction widely implements passive design and tests learners? retrieval performance as opposed to learners? understanding. Literature reporting the testing effect promotes recall as a...
Topics: Instructional Design, Content Development, Designing, Developing, and Assessing E-Learning
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Should we question them?: An investigation into the role of deep questions in Vicarious Learning Environments
Scotty Craig; Barry Gholson; Jeremiah Sullins
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1835–1839
Abstract. The role that question asking and dialog play in vicarious learning environments (VLEs) was investigated using a pretest-posttest design. Data was collected from 66 participants among four different learning conditions (interactive,...
Topics: Standards
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The Effect of Pacing on Learners' Perceptions of Pedagogical Agents
Noah L. Schroeder; Scotty D. Craig
Journal of Educational Computing Research Vol. 55, No. 7 (2017) pp. 937–950
This study examined the influence of three levels of learner control on learners' perceptions when learning with a pedagogical agent. Pedagogical agents have shown promise for improving learning and connections with learning materials within video...
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Measuring pedagogical agent persona and the influence of agent persona on learning
Noah L. Schroeder; William L. Romine; Scotty D. Craig
Computers & Education Vol. 109, No. 1 (June 2017) pp. 176–186
Pedagogical agents are virtual characters embedded within a learning environment to enhance student learning. Researchers are beginning to understand the conditions in which pedagogical agents can enhance learning, but many questions still remain....
Language: English
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Learning physics vicariously: A test of the deep-level reasoning questions effect in a vicarious learning environment on physics
Jeremiah Sullins; Amy Witherspoon; Scotty Craig; Barry Gholson
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2410–2413
Research on the role of deep-level reasoning questions in a vicarious learning environment was examined in physics. The study consisted of an interactive condition in which the learners interacted with an intelligent tutoring system called AutoTutor....
Topics: Physical Environments, Interaction
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Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving
Scotty D. Craig; Michelene T. H. Chi; Kurt VanLehn
Journal of Educational Psychology Vol. 101, No. 4 (November 2009) pp. 779–789
Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to...
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Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy
Scotty D. Craig; Barry Gholson; David M. Driscoll
Journal of Educational Psychology Vol. 94, No. 2 (2002) pp. 428–34
Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. The spoken-narration-only condition outperformed other conditions, with no...
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Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive Learning, Vicarious Learning, and Pedagogical Agents
Scotty D. Craig; David M. Driscoll; Barry Gholson
Journal of Educational Multimedia and Hypermedia Vol. 13, No. 2 (April 2004) pp. 163–183
College students either interacted directly with an intelligent tutoring system, called AutoTutor, by contributing to mixed initiative dialog, or they simply observed, as vicarious learners, previously recorded interactive sessions. The mean pretest ...
Topics: English Language Arts, Learning Disabilities, Middle School Education, Artificial Intelligence, Educational Technology
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Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor
Scotty D. Craig; Arthur C. Graesser; Jeremiah Sullins; Barry Gholson
Journal of Educational Media Vol. 29, No. 3 (October 2004) pp. 241–250
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur...
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HURAA: An Interactive Web-Based Agent That Optimizes Information Retrieval in a Multi-media Environment
Natalie Person; Barry Gholson; Scotty Craig; Xiangen Hu; Craig Stewart; Jozsef Toth
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1476–1481
The Computational Discourse Technologies Group is developing the Human Use Regulatory Affairs Advisor (HURAA). HURAA is a web-based information delivery and retrieval system that includes an animated agent that guides the user through six distinct ...
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The Relationship between Affective States and Dialog Patterns during Interactions with AutoTutor
Sidney D'Mello; Scotty Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson; Art Graesser
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2004–2011
In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor....
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The influence of learners' perceptions of virtual humans on learning transfer
Noah L. Schroeder; Fan Yang; Tanvi Banerjee; William L. Romine; Scotty D. Craig
Computers & Education Vol. 126, No. 1 (November 2018) pp. 170–182
Virtual humans are often integrated into novel multimedia learning environments. However, little is known about learner's perceptions of the agents or the relationship between the perceptions and learning. In this study, the authors revise the Agent ...
Language: English
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Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
David M. Driscoll; Scotty D. Craig; Barry Gholson; Matthew Ventura; Xiangen Hu; Arthur C. Graesser
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
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Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system
Scotty Craig; Sidney D’Mello; Barry Gholson; Amy Witherspoon; Jeremiah Sullins; Arthur Graesser
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 264–268
In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor....
Topics: Tutoring
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Promoting vicarious learning of physics using deep questions with explanations
Scotty D. Craig; Barry Gholson; Joshua K. Brittingham; Joah L. Williams; Keith T. Shubeck
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1042–1048
Two experiments explored the role of vicarious “self” explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (...
Language: English
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The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program
Xudong Huang; Scotty D. Craig; Jun Xie; Arthur C. Graesser; Theresa Okwumabua; Kyle R. Cheney; Xiangen Hu
The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens,...
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The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills
Xiangen Hu; Scotty D. Craig; Anna E. Bargagliotti; Arthur C. Graesser; Theresa Okwumabua; Celia Anderson; Kyle R. Cheney; Allan Sterbinsky
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 1 (January 2012) pp. 17–38
This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students ...
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The Relationship Between Affective States and Dialog Patterns During Interactions With AutoTutor
Arthur C. Graesser; Sidney K. D’Mello; Scotty D. Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 293–312
Relations between emotions (affect states) and learning have recently been explored in the context of AutoTutor. AutoTutor is a tutoring system on the Internet that helps learners construct answers to difficult questions by interacting with them in...
Topics: Interaction, Educational Technology, Artificial Intelligence, Communication, Attitudes, Tutoring
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Closing the Knowledge Gap in Mathematics among Sixth Grade Students using ALEKS
Kyle R. Cheney; Scotty D. Craig; Celia Anderson; Anna Bargagliotti; Arthur C. Graesser; Allen Sterbinsky; Theresa Okwumabua; Xiangen Hu
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1425–1427
This paper reports the findings of a study using ALEKS, a web-based, artificially intelligent assessment and learning system, in an after-school program for 6th grade students. Findings indicate that after one school year of using the program,...
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An implementation of vicarious learning environments in middle school classrooms
Scotty Craig; Arthur Graesser; Joshua Brittingham; Joah Williams; Trey Martindale; Gloria Williams; Renita Gray; Arlisha Darby; Barry Gholson
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1060–1064
Deep-level reasoning questions have been shown to be an effective way of improving learning in environments that are purely observational using randomized laboratory experiments. These types of environments have been referred to as vicarious...
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The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors
Scotty D. Craig; Xiangen Hu; Arthur C. Graesser; Anna E. Bargagliotti; Allan Sterbinsky; Kyle R. Cheney; Theresa Okwumabua
Computers & Education Vol. 68, No. 1 (October 2013) pp. 495–504
The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of...
Language: English
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Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Barry Gholson; Amy Witherspoon; Brent Morgan; Joshua K. Brittingham; Robert Coles; Arthur C. Graesser; Jeremiah Sullins; Scotty D. Craig
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 487–493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials ...