A Study of subjective emotions, self-regulatory processes, and learning gains: are pedagogical agents effective in fostering learning?

Abstract : Though some research has focused on agent-direct affective processes, none has examined its impact on multi-agent learning environments and on the detection, modeling and fostering of self-regulated learning processes. 38 participants interacted with MetaTutor, an intelligent, multi-agent hypermedia-learning environment, to learn about the human circulatory system. The log files, containing information about their overall performance, and self-report measures, assessing emotions and impressions towards agents obtained from their interactions with MetaTutor were used to assess the relationship between subjective agent-directed emotions, SRL processes and overall learning gains. Results indicate that agent-directed emotions were not significantly related to SRL strategy use, negative agent-directed emotions were significantly related to negative learning gains and negative agent-directed emotions for two specific agents (representative of two SRL pillars) were related to negative learning gains. Implications for the design of multi-agent systems and the role of emotions during human-agent interactions and their relation to learning are discussed.
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Nicholas Mudrick, Roger Azevedo, Michelle Taub, Reza Feyzi-Behnagh, François Bouchet. A Study of subjective emotions, self-regulatory processes, and learning gains: are pedagogical agents effective in fostering learning?. Learning and becoming in practice : The International Conference of the Learning Sciences (ICLS) 2014, Jun 2014, Boulder, CO, United States. pp.309-316. ⟨hal-01217178⟩

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