Social enrichment by virtual characters -- differential benefits.
It is frequently held forth, within the area of virtual pedagogical characters, that such characters are beneficial for learning as they strengthen the social dimension of electronic learning environments. This article presents more details on this proposal together with a survey of corresponding em...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 6; pp. 405 - 419 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Dec2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106376557&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106376557 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2005 vid: 21 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106376557 106376557 2009072511 10.1111/j.1365-2729.2005.00147.x 106376557 ppf: 405 ppct: 14 formats: tig: atl: Social enrichment by virtual characters -- differential benefits. aug: au: Gulz A affil: Dept of Cognitive Science, Lund University, Kungshuset, Lundagard, Lund S-222 22, Sweden; agneta.gulz@lucs.lu.se sug: subj: Computer-Assisted Instruction Learning Methods Adolescence Child Female Male Student Attitudes Students, High School Summated Rating Scaling Sweden Funding Source Human Adolescent: 13-18 years Child: 6-12 years Female Male ab: It is frequently held forth, within the area of virtual pedagogical characters, that such characters are beneficial for learning as they strengthen the social dimension of electronic learning environments. This article presents more details on this proposal together with a survey of corresponding empirical evidence. In addition, materials from a recently conducted empirical study are presented. Ninety school children, 12-15-year-old, were asked (i) to grade the idea of virtual characters in electronic learning environments and (ii) to chose between a strictly task-oriented, socially 'shallow' and a more socially oriented pedagogical character. The participants were also asked to articulate the reasons behind their answers, and to share their thoughts and opinions on the issues. The results of the study, as well as of several of the studies reviewed, indicate that responses and attitudes towards social aspects of virtual pedagogical characters are highly divergent. In particular, the notion that social dimensions of virtual characters increase learners' motivation and engagement may be less generally applicable in a student population than is sometimes hypothesized. An ensuing design guideline suggests interface solutions with an emphasis on flexibility regarding social orientation and communicative style in virtual characters. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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