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Story-based pedagogical agents: A scaffolding design approach for the process of historical inquiry in a web-based self-learning environment.

机译：基于故事的教学代理：一种基于Web的自学习环境中的历史查询过程的脚手架设计方法。

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摘要

The purpose of this research was to design and evaluate a web-based self-learning environment for historical inquiry embedded with different types of instructional support featuring story-based pedagogical agents. This research focused on designing a learning environment by integrating story-based instruction and pedagogical agents as a means to deliver the problem context and learning tasks as well as to embed instructional support in an engaging way. Versions of the lesson modules were designed and tested iteratively to determine the impact of pedagogical agents on learners' performances and perceptions regarding the inquiry learning activity.;A design research approach applying a mixed study of quantitative and qualitative research methods was taken. Quantitative and qualitative data in terms of student performances and perceptions of the learning activity were collected through the four rounds of experiments. A multiple-choice comprehension test and essay writing test were assigned to detect different levels of learning performance, and learners' perceptions were collected through a self-report questionnaire.;The initial study indicated that the story elements and mediation of the pedagogical agent did not have an impact on learning performance, although they succeeded in gaining the interest and enjoyment of learners. The instructional supports were modified to enhance learning performance by providing examples, domain heuristics, and practice opportunities through the interactions with the mentor and peer learner agents.;As a result, while the impact on student enjoyment, interest, and attention held steady, significantly more students delivered situational arguments using multiple perspectives than did those in the control condition. It was also found in the following study that more difficult exercises lacking adequate instructional support may hinder learning performance.;A notable finding of this research was that the use of story-based pedagogical agents impacted students' ways of interpreting historical sources and making arguments, which was observed in the essay writing task. As previous studies on pedagogical agents have not performed this type of measurement, this study contributed a novel finding. The result also suggested that the story elements have to be incorporated with necessary instructional design considerations in order to foster learning performance while sustaining student interest in the learning activity.
机译：这项研究的目的是设计和评估一个基于网络的自学环境，用于历史查询，该环境嵌入了具有基于故事的教学代理的不同类型的教学支持。这项研究的重点是通过集成基于故事的指导和教学代理来设计学习环境，以此作为交付问题情境和学习任务以及以引人入胜的方式嵌入教学支持的手段。设计课程模块的版本并进行迭代测试，以确定教学代理对学习者对探究学习活动的表现和看法的影响。;采用了一种设计研究方法，将定量和定性研究方法进行了混合研究。通过四轮实验收集了有关学生表现和对学习活动的看法方面的定量和定性数据。进行了多项选择理解测试和论文写作测试，以检测不同水平的学习成绩，并通过自我报告调查表收集学习者的看法。初步研究表明，教学者的故事要素和中介没有尽管它们成功地获得了学习者的兴趣和乐趣，但它们对学习成绩产生了影响。修改了教学支持，通过与导师和同伴学习者的互动来提供示例，领域启发式方法和实践机会，从而提高了学习绩效。结果，对学生享受，兴趣和注意力的影响保持稳定，显着与对照条件下相比，使用多种观点进行情境论证的学生更多。在以下研究中还发现，缺乏足够的指导支持的更困难的练习可能会阻碍学习成绩。；该研究的一个显着发现是，基于故事的教学手段的使用影响了学生解释历史渊源和进行论证的方式，这是在论文写作任务中观察到的。由于先前对教学代理的研究尚未进行这种类型的测量，因此这项研究做出了新发现。结果还表明，故事元素必须与必要的教学设计考虑因素结合在一起，以便在保持学生对学习活动的兴趣的同时，提高学习成绩。

著录项

  • 作者

    Fujimoto, Toru.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Instructional Design.;Education Social Sciences.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 167 p.
  • 总页数 167
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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