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|Title:||Curious pedagogical agents as learning companions in virtual learning environment||Authors:||Han, Jin.||Keywords:||DRNTU::Engineering::Computer science and engineering||Issue Date:||2012||Abstract:||The benefits of peer social interactions and social learning have been recognized and they can be implemented by systematic peer-assisted interventions to increase learning outcome and motivation. In order to address the limitations of the peer-assisted interventions in classroom environment, by applying teaching and learning strategies and simulating peers, pedagogical agents as learning companions (PALs) are developed. PALs adopt peer metaphors, where the agents aid learners to learn with them. Comparing to traditional computer-based learning, which focuses purely on knowledge and skill acquisition, PALs can promise social interaction for learning and make computer-based learning social and natural. PALs function as competent peers, less able peers, affective peers, peer models, and collaborative learning peers. Curiosity is an intrinsic desire or an emotional state of intentionally inquiring, investigating or seeking after knowledge. The impact of curiosity on learning has been well acknowledged by educators and researchers. Stimulating learners’ curiosity is one strategy of teaching and one aim of education. This teaching strategy and educational aim have not been applied in present pedagogical agents yet. The proposed work is curious pedagogical agents as learning companions. By showing its curious behaviors, the curious agents can encourage the learners to intimate its curious behaviors, and at the same time to stimulate learners’ curiosity. Once learners’ curiosity has been stimulated, they might be intrinsically motivated to keep browsing and investigating the learning environment, and thus gain deeper thinking and build their scientific abilities and skills as well as enjoyable learning process.||URI:||http://hdl.handle.net/10356/52832||Fulltext Permission:||restricted||Fulltext Availability:||With Fulltext|
|Appears in Collections:||SCSE Theses|
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