Search results for author:"Scotty Craig"
Total records matched: 13 Search took: 0.066 secs
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Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction
Barry Gholson; Scotty D. Craig
Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 119–139
This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge...
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Reconsidering the voice effect when learning from a virtual human
Scotty D. Craig; Noah L. Schroeder
Computers & Education Vol. 114, No. 1 (November 2017) pp. 193–205
The current paper investigates an essential design component of virtual humans, the voice they communicate with, by examining the impact of varied voice types. A standard voice effect has held that human voices should be paired with virtual humans....
Language: English
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The Effect of Pacing on Learners' Perceptions of Pedagogical Agents
Noah L. Schroeder; Scotty D. Craig
Journal of Educational Computing Research Vol. 55, No. 7 (2017) pp. 937–950
This study examined the influence of three levels of learner control on learners' perceptions when learning with a pedagogical agent. Pedagogical agents have shown promise for improving learning and connections with learning materials within video...
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Measuring pedagogical agent persona and the influence of agent persona on learning
Noah L. Schroeder; William L. Romine; Scotty D. Craig
Computers & Education Vol. 109, No. 1 (June 2017) pp. 176–186
Pedagogical agents are virtual characters embedded within a learning environment to enhance student learning. Researchers are beginning to understand the conditions in which pedagogical agents can enhance learning, but many questions still remain....
Language: English
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Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving
Scotty D. Craig; Michelene T. H. Chi; Kurt VanLehn
Journal of Educational Psychology Vol. 101, No. 4 (November 2009) pp. 779–789
Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to...
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Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy
Scotty D. Craig; Barry Gholson; David M. Driscoll
Journal of Educational Psychology Vol. 94, No. 2 (2002) pp. 428–34
Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. The spoken-narration-only condition outperformed other conditions, with no...
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Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor
Scotty D. Craig; Arthur C. Graesser; Jeremiah Sullins; Barry Gholson
Journal of Educational Media Vol. 29, No. 3 (October 2004) pp. 241–250
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur...
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The influence of learners' perceptions of virtual humans on learning transfer
Noah L. Schroeder; Fan Yang; Tanvi Banerjee; William L. Romine; Scotty D. Craig
Computers & Education Vol. 126, No. 1 (November 2018) pp. 170–182
Virtual humans are often integrated into novel multimedia learning environments. However, little is known about learner's perceptions of the agents or the relationship between the perceptions and learning. In this study, the authors revise the Agent ...
Language: English
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Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
David M. Driscoll; Scotty D. Craig; Barry Gholson; Matthew Ventura; Xiangen Hu; Arthur C. Graesser
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
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Promoting vicarious learning of physics using deep questions with explanations
Scotty D. Craig; Barry Gholson; Joshua K. Brittingham; Joah L. Williams; Keith T. Shubeck
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1042–1048
Two experiments explored the role of vicarious “self” explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (...
Language: English
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The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program
Xudong Huang; Scotty D. Craig; Jun Xie; Arthur C. Graesser; Theresa Okwumabua; Kyle R. Cheney; Xiangen Hu
The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens,...
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The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors
Scotty D. Craig; Xiangen Hu; Arthur C. Graesser; Anna E. Bargagliotti; Allan Sterbinsky; Kyle R. Cheney; Theresa Okwumabua
Computers & Education Vol. 68, No. 1 (October 2013) pp. 495–504
The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of...
Language: English
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Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Barry Gholson; Amy Witherspoon; Brent Morgan; Joshua K. Brittingham; Robert Coles; Arthur C. Graesser; Jeremiah Sullins; Scotty D. Craig
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 487–493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials ...