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Pedagogical Agents and the Efficiency of Instructional Conditions in Educational Applications
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Author(s): Eliseo Reategui (Federal University of Rio Grande do Sul (UFRGS), Brazil), Leila Maria Araújo dos Santos (Federal University of Santa Maria (UFSM), Brazil)and Liane Tarouco (Federal University of Rio Grande do Sul (UFRGS), Brazil)
Copyright: 2012
Pages: 13
Source title:
Educational Stages and Interactive Learning: From Kindergarten to Workplace Training
Source Author(s)/Editor(s): Jiyou Jia (Peking University, China)
DOI: 10.4018/978-1-4666-0137-6.ch008
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Abstract
This chapter discusses how the use of pedagogical agents in educational applications may influence the relative efficiency of instructional conditions, a concept proposed by Paas & Merriënboer (1993), which combines the measures of mental effort and task performance to determine, for example, how efficient certain settings are regarding their potential to promote learning. The authors describe an experiment carried out with 179 students who were enrolled in a distance learning course about educational software. The results of the study demonstrated that the conversational agent contributed to the improvement of the efficiency of instructional conditions. Such results make a relevant contribution to interactive learning research as they demonstrate that the use of pedagogical agents may improve the efficiency of learning material. Furthermore, by simulating social interaction, these agents may expand the boundaries of educational applications, which have been often designed mainly for individualized learning.
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