Constituents for Designing Agent as Learning Companion with Greater Effectiveness
PROCEEDINGS
Yanghee Kim, Florida State University, United States
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Researchers have suggested various metaphors or roles of pedagogical agents. Agent as learning companion adopts a peer metaphor. It is recommended that the application of agent as learning companion be supported by strong educational rationale. This paper justifies the educational application of agent as learning companion in terms of well-known theories and concepts of learning and cognition in the current educational contexts, which will include distributed cognition, social interaction, and social cognitive theory. The justification is followed by the suggestions of several constituents of agent as learning companion considered critical to enhance its educational effectiveness. .
Citation
Kim, Y. (2003). Constituents for Designing Agent as Learning Companion with Greater Effectiveness. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 487-488). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/13807/.
© 2003 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Badura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
- Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual review of psychology, 52, 1-26.
- Griffin, M.M. & Grinffin, B.W. (1998). An investigation of the effects of reciprocal peer tutoring on achievement, selfefficacy, and test anxiety. Contemporary Educational Psychology, 23 (3), 298-311.
- Hewitt, J. & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75-96.
- King, A. (1998). Transactive peer tutoring: distributing cognition and metacognition. Educational Psychology Review, 10(1), 57-74.
- Lave, J. And Wenger, E. (2001). Situated learning: legitimate peripheral participation. Cambridge University Press.
- Pea, R.D. (2001). Practices of distribued intelligence and designs for education. In G Salomon (Eds.), Distributed cognition: psychological and educational consideration (pp. 47-87). Cambridge University Press.
- Perkins, D.N. (2001). Person-plus: a distributed view of thinking and learning. In G Salomon (Eds.), Distributed cognition: psychological and educational consideration (pp. 88-110). Cambridge University Press. P iaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.
- Rowell, P.M. (2002). Peer interactions in shared technological activity: a study of participation. International Journal of Technology and Design Education, 12, 1-22.
- Salomon, G. (2001). Distributed cognition: psychological and educational considerations, Cambridge University Press.
- Vygotsky, L.S. (1978). Mind in society. Cambridge, M A : Harvard University Press.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References