The Impact of Humorous Pedagogical Agents on Student Engagement and Academic Performance in Science Education.
Background: The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non‐humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of hum...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 18 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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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=188234205&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234205 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234205 188234205 188234205 10.1111/jcal.70107 188234205 ppf: 1 ppct: 17 formats: tig: atl: The Impact of Humorous Pedagogical Agents on Student Engagement and Academic Performance in Science Education. aug: au: Ashrafzade, Fateme Mahdavinasab, Yousef Mohammadhasani, Nasrin Moradi, Mahsa affil: Department of Educational Technology, Kharazmi University, Tehran, Iran sug: subj: Students, Elementary Psychosocial Factors Science Education Wit and Humor Student Attitudes Academic Performance Human Quasi-Experimental Studies Randomized Controlled Trials Schools, Elementary Pretest-Posttest Design Iran Questionnaires Analysis of Covariance Descriptive Statistics Data Analysis Software Chi Square Test Post Hoc Analysis Confidence Intervals Male Female Child Child: 6-12 years Male Female ab: Background: The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non‐humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of humour in enhancing educational outcomes is not well studied. Objectives: This study evaluates the effectiveness of humorous PAs compared to non‐humorous PAs in improving academic performance and student engagement among fifth‐grade students in science education. Methods: A quasi‐experimental design with pre‐test and post‐test measures was used. A sample of 78 fifth‐grade students from District 4 of Tehran during the 2022–2023 academic year participated in the study. Three classes, balanced by the school based on academic performance, were randomly selected, and each was assigned to one of three groups: humorous PA (n = 28), non‐humorous PA (n = 25) and no PA (n = 25). Data were collected using a researcher‐developed learning test and the Reeve Student Engagement Questionnaire (2013), and analysed using ANCOVA. Results: The humorous PA group showed higher levels of student academic performance and engagement outcomes compared to the non‐humorous PA and no PA groups. The 'humorous PA' group achieved the highest scores in both engagement and academic performance. Conclusions: These findings suggest that incorporating humour into PAs can significantly enhance educational experiences and effectiveness. The study highlights the importance of considering the personality and style of PAs to optimise student engagement and academic performance. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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