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Things that Make Agent as Learning Companion Effective
PROCEEDINGS

, Florida State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to examine the effects of competency (high vs. low) and the type of interaction of a learning companion (proactive vs. responsive) on agent value, motivation, and learning. Seventy-two undergraduates in an introductory computer literacy course were randomly assigned to one of the four treatments: High-Proactive, High-Responsive, Low-Proactive, and Low-Responsive. Results indicated that the learning companion with high competency had a positive effect on agent value, motivation, and recall. Also, there was an interaction effect between competency and the type of interaction on motivation. The findings are in line with the concept of the zone of proximal development (Vygotsky, 1978) and social cognitive theory (Bandura, 2002), which the current study was grounded on. The implications for designing effective agent learning companion are discussed.

Citation

Kim, Y. (2003). Things that Make Agent as Learning Companion Effective. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1659-1666). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2020 from .

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