Optimizing learning from examples using animated pedagogical agents.

By Robert K. Atkinson. 2002

498 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/ff21bcc5bf03ad68d87a582fd6fe1bd23ff403c6

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In Artificial Intelligence

In Experimental and Cognitive Psychology

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Citations in the corpus

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “…Rummel and Spada 2005; Rummel et al. 2009; Van Gog et al. 2009a) or in animated modeling examples with a pedagogical agent and spoken text (e.g., Atkinson 2002; Wouters et al. 2009), issues of perceived similarity to the model may also arise because of students' associations with the speaker's…”
Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice ☆ (2005, methodology): “…the learners ability to transfer what was learned to new situations as well as to increase their enjoyment of working with the learning tutorial (Atkinson, 2002; Johnson, Rickel, & Lester, 2000; Mayer, Sobko, & Mautone, 2003; Moreno, Mayer, Spires, & Lester, 2001) while not producing any…”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “An animated agent supporting mapping by gaze and gestures can also enhance example - based learning ( Atkinson , 2002 ) .”
A Systematic Review of Pedagogical Agents’ Persona, Motivation, and Cognitive Load Implications for Learners (2014, methodology): “Five outcome measures examined the cognitive load impact of pedagogical agents compared with voice-only comparison groups (Atkinson, 2002; Frechett & Moreno, 2010; Lusk & Atkinson, 2007).”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, unknown): “, explanations) and nonverbal communication (e.g., gazing, gesturing; Atkinson, 2002; Clarebout, Elen, Johnson, & Shaw, 2002; Moreno, 2005).”
Simulating Instructional Roles through Pedagogical Agents (2005, background): “Students interacting with animated pedagogical agents have been shown to demonstrate deeper learning and higher motivation (Atkinson, 2002; Baylor, 2002b; D. M. Driscoll et al., 2002; Moreno et al., 2001).”
Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective (2011, methodology): “Better learning performances were obtained in experiments conducted by Atkinson (2002) and Lusk and Atkinson (2007) and Baylor and Kim (2009), whereas no effects or even negative effects on learning were found in some other experiments (Choi and Clark 2006; Craig et al. 2002).”
AutoTutor: A tutor with dialogue in natural language (2004, background): “There is some evidence that these agents tend to have a positive impact on learning or on the learner’s perceptions of the learning experience in comparison with speech alone or text controls (Atkinson, 2002; Moreno, Mayer, Spires, & Lester, 2001; Whittaker, 2003).”
Pedagogical Agent Signaling of Multiple Visual Engineering Representations: The Case of the Young Female Agent (2013, background): “First, the visual presence of an APA may induce a persona effect, in which learners’ focus and motivation are maintained through the animated agent, leading to increased learning outcomes and more positive perceptions of the learning experience (Atkinson, 2002; Baylor, 2011; Lester et al., 1997; Mit”
Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy (2002, unknown): “Infact,Atkinson(2002)hasrecentlypresentedevidence thattheremaybeconditionsunderwhichthepresenceofan on-screenagentmightactuallyimproveperformance.”
How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review (2010, background): “In contrast, effects of instructional explanations on problem-solving performance are more indirect and thus might need more time to materialize because learning to solve problems requires the transition from declarative knowledge to procedural knowledge (e.g., Anderson 1982 ).”
A Social-Cognitive Framework for Pedagogical Agents as Learning Companions (2006, background): “Some studies indicated the positive instructional impact of pedagogical agents on cognitive and motivational outcomes (Atkinson, 2002; Kim, 2004, 2005b; R. Moreno et al., 2001).”
THE PSYCHOMETRIC STRUCTURE OF PEDAGOGICAL AGENT PERSONA (2005, background): “This situational dependency of the pedagogical agent persona may help explain why there are relatively few studies (Atkinson, 2002; Baylor & Kim, 2005; Moreno et al., 2001) where an anthropomorphic pedagogical agent had significant positive effects on learning, whereas many studies have reported pos”