Evaluating the Embodied Agent Effect in an English as a Foreign Language Learning Environment
Resumo
Agentes Pedagógicos Animados são considerados uma forma eficaz de melhorar a aprendizagem, e alguns de seus aspectos podem ser avaliados em termos do que os autores vem chamando de efeito do agente corporificado (Embodied Agent Effect). Entretanto, não foram encontrados projetos de pesquisa sobre esse efeito em um sistema de aprendizado de idiomas. No experimento que esse artigo descreve, quarenta e dois alunos universitários brasileiros com nível intermediário de inglês usaram um sistema web contendo uma das duas versões do agente: estática ou corporificada. Os dados foram coletados com o uso de pré e pós-testes e avaliados usando teste t-pareado. Os resultados revelaram que os alunos tiveram melhor resultado depois de usar o sistema, mas o Efeito do Agente Corporificado não foi encontrado no experimento.
Palavras-chave:
Pedagogical Animated Agents, Embodied Agent Effect, Foreign Language Learning
Referências
Atkinson, R. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94:416–427.
Atkinson, R., Mayer, R., and Merrill, M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice. Contemporary Educational Psychology, 30:117–139.
Baylor, A. L. and Kim, Y. (2005). Simulating instructional roles through pedagogical agents. Int. Journal of Artificial Intelligence in Education, 15(2):95–115.
Brown, D. (2000). Principles of Language Learning and Teaching. Addison Wesley Longman, New York, 4th ed. edition.
Choi, S. and Clark, R. E. (2006). Cognitive and affective benefits of animated pedagogical agents for learning a second language. Journal of Educational Computing Research, 34:441–466.
Chou, C. Y., Chan, T. W., and Lin, C. J. (2003). Redefining the learning companion: The past, present, and future of educational agents. Computers and Education, 40:255–269.
Craig, S. D., Gholson, B., and Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments. Journal of Educational Psychology, 94:428–434.
Dehn, D. M. and van Mulken, S. (2000). The impact of animated interface agents: A review of empirical research. International Journal of Human-Computer Studies, 52:1–22.
Dowling, C. (2000). Intelligent pedagogical agents in online learning environments. In Int. Conf. on Educational Uses of Communication and Information Technologies.
Dunsworth, Q. and Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the role of an animated agent’s image. Computers & Education, 49(3):677–690.
Galluccio, R. (2008). Animated Pedagogical Agents as Spanish Language Instructors: Effect of Accent, Appearance, and Type of Activity on Student Performance, Motivation, and Perception of Agent. Florida State University.
Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4):313–331.
Gurer, D. (1998). The use of distributed agents in intelligent tutoring. In ITS Workshop on Pedagogical Agents, pages 20–25, San Antonio, Texas.
Haake, M. and Gulz, A. (2009). A look at the roles of look & roles in embodied pedagogical agents -a user preference perspective. Int. J. Artif. Intell. Ed., 19(1):39–71.
Jeung, H., Chandler, P., and Sweller, J. (1997). The role of visual indicators in dual sensory model instruction. Journal of Educational Psychology, 17:329–433.
Johnson, L., Shaw, E., and Ganeshan, R. (1998). Pedagogical agents on the web. In ITS workshop on pedagogical agents, pages 2–7. San Antonio, Texas.
Ko, Y.-A. (2010). The effects of pedagogical agents on listening anxiety and listening comprehension in an english as a foreign language context. PhD thesis, Logan, UT, USA. AAI3433403.
Lester, J. C. and Stone, B. A. (1997). Increasing believability in animated pedagogical agents. In The First International Conference on Autonomous Agents, pages 16–21, New York. ACM Press.
Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. Oxford University Press, New York.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press, New York.
Moreno, R. (2005). Multimedia learning with animated pedagogical agents. In Mayer, R., editor, The Cambridge Handbook of Multimedia Learning, pages 507–523.
Moreno, R. and Mayer, R. E. (2000). Life-like pedagogical agents in constructivist multimedia environments: Cognitive consequences of their interaction. In World Conference on Educational Multimedia Hypermedia, and Telecommunications (ED-MEDIA), pages 741–746.
Mousavi, S. Y., Low, R., and Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2):319–334.
Murphy, R. (2004). English Grammar In Use with Answers: A Self-study Reference and Practice Book for Intermediate Students of English. Grammar in Use Series. Cambridge University Press.
Reategui, E. B., Ceron, R. F., Boff, E., and Vicari, R. M. Kurrupako : um agente animado sócio-afetivo para ambientes de aprendizagem. RENOTE.
Sabet, M. K. and Shalmani, H. B. (2010). Visual and spoken texts in mcall courseware: The effects of text modalities on the vocabulary retention of efllearners. English Language Teaching, 3:30.
Sansonnet, J. P., Correa, D. W., Jaques, P., Braffort, A., and Verrecchia, C. (2012). Developing web fully-integrated conversational assistant agents. In ACM Research in Applied Computation Symposium, pages 14–19, New York, NY, USA. ACM.
Schroeder, N. L. and Adesope, O. O. (2012). A case for the use of pedagogical agents in online learning environments. Journal of Teaching and Learning with Technology, 1:43–47.
Schueler, A., Scheiter, K., Gerjets, P., and Rummer, R. (2008). The modality effect in multimedia learning: theoretical and empirical limitations. In International conference for the learning sciences -V. 2, ICLS’08, pages 311–318. International Society of the Learning Sciences.
Sklar, F. A. (2011). Present but not perfect: A study of problems brazilian students encounter when learning the english present perfect tense. Master's thesis, Karlstads Universitet, Karlstad, Sweden.
Theodoridou, K. D. (2009). Learning with Laura: Investigating the Effects of a Pedagogical Agent on Spanish Lexical Acquisition. PhD thesis, The University of Texas at Austin, Texas, USA.
Atkinson, R., Mayer, R., and Merrill, M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice. Contemporary Educational Psychology, 30:117–139.
Baylor, A. L. and Kim, Y. (2005). Simulating instructional roles through pedagogical agents. Int. Journal of Artificial Intelligence in Education, 15(2):95–115.
Brown, D. (2000). Principles of Language Learning and Teaching. Addison Wesley Longman, New York, 4th ed. edition.
Choi, S. and Clark, R. E. (2006). Cognitive and affective benefits of animated pedagogical agents for learning a second language. Journal of Educational Computing Research, 34:441–466.
Chou, C. Y., Chan, T. W., and Lin, C. J. (2003). Redefining the learning companion: The past, present, and future of educational agents. Computers and Education, 40:255–269.
Craig, S. D., Gholson, B., and Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments. Journal of Educational Psychology, 94:428–434.
Dehn, D. M. and van Mulken, S. (2000). The impact of animated interface agents: A review of empirical research. International Journal of Human-Computer Studies, 52:1–22.
Dowling, C. (2000). Intelligent pedagogical agents in online learning environments. In Int. Conf. on Educational Uses of Communication and Information Technologies.
Dunsworth, Q. and Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the role of an animated agent’s image. Computers & Education, 49(3):677–690.
Galluccio, R. (2008). Animated Pedagogical Agents as Spanish Language Instructors: Effect of Accent, Appearance, and Type of Activity on Student Performance, Motivation, and Perception of Agent. Florida State University.
Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4):313–331.
Gurer, D. (1998). The use of distributed agents in intelligent tutoring. In ITS Workshop on Pedagogical Agents, pages 20–25, San Antonio, Texas.
Haake, M. and Gulz, A. (2009). A look at the roles of look & roles in embodied pedagogical agents -a user preference perspective. Int. J. Artif. Intell. Ed., 19(1):39–71.
Jeung, H., Chandler, P., and Sweller, J. (1997). The role of visual indicators in dual sensory model instruction. Journal of Educational Psychology, 17:329–433.
Johnson, L., Shaw, E., and Ganeshan, R. (1998). Pedagogical agents on the web. In ITS workshop on pedagogical agents, pages 2–7. San Antonio, Texas.
Ko, Y.-A. (2010). The effects of pedagogical agents on listening anxiety and listening comprehension in an english as a foreign language context. PhD thesis, Logan, UT, USA. AAI3433403.
Lester, J. C. and Stone, B. A. (1997). Increasing believability in animated pedagogical agents. In The First International Conference on Autonomous Agents, pages 16–21, New York. ACM Press.
Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. Oxford University Press, New York.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press, New York.
Moreno, R. (2005). Multimedia learning with animated pedagogical agents. In Mayer, R., editor, The Cambridge Handbook of Multimedia Learning, pages 507–523.
Moreno, R. and Mayer, R. E. (2000). Life-like pedagogical agents in constructivist multimedia environments: Cognitive consequences of their interaction. In World Conference on Educational Multimedia Hypermedia, and Telecommunications (ED-MEDIA), pages 741–746.
Mousavi, S. Y., Low, R., and Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2):319–334.
Murphy, R. (2004). English Grammar In Use with Answers: A Self-study Reference and Practice Book for Intermediate Students of English. Grammar in Use Series. Cambridge University Press.
Reategui, E. B., Ceron, R. F., Boff, E., and Vicari, R. M. Kurrupako : um agente animado sócio-afetivo para ambientes de aprendizagem. RENOTE.
Sabet, M. K. and Shalmani, H. B. (2010). Visual and spoken texts in mcall courseware: The effects of text modalities on the vocabulary retention of efllearners. English Language Teaching, 3:30.
Sansonnet, J. P., Correa, D. W., Jaques, P., Braffort, A., and Verrecchia, C. (2012). Developing web fully-integrated conversational assistant agents. In ACM Research in Applied Computation Symposium, pages 14–19, New York, NY, USA. ACM.
Schroeder, N. L. and Adesope, O. O. (2012). A case for the use of pedagogical agents in online learning environments. Journal of Teaching and Learning with Technology, 1:43–47.
Schueler, A., Scheiter, K., Gerjets, P., and Rummer, R. (2008). The modality effect in multimedia learning: theoretical and empirical limitations. In International conference for the learning sciences -V. 2, ICLS’08, pages 311–318. International Society of the Learning Sciences.
Sklar, F. A. (2011). Present but not perfect: A study of problems brazilian students encounter when learning the english present perfect tense. Master's thesis, Karlstads Universitet, Karlstad, Sweden.
Theodoridou, K. D. (2009). Learning with Laura: Investigating the Effects of a Pedagogical Agent on Spanish Lexical Acquisition. PhD thesis, The University of Texas at Austin, Texas, USA.
Publicado
25/11/2013
Como Citar
CARLOTTO, Talvany; JAQUES, Patricia.
Evaluating the Embodied Agent Effect in an English as a Foreign Language Learning Environment. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 24. , 2013, Campinas/SP.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2013
.
p. 547-556.
DOI: https://doi.org/10.5753/cbie.sbie.2013.547.
