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The Effects of Competency and Type of Interaction of Agent Learning Companion on Agent Value, Motivation, and Learning
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, , 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

The purpose of this study was to examine the effects of competency (high vs. low) and the type of interaction of a learning companion (proactive vs. responsive) on agent value, motivation, and learning. 72 undergraduates in an introductory computer literacy course were randomly assigned to one of the four treatments: High-Proactive, High-Responsive, Low-Proactive, and Low-Responsive. Results indicated that the learning companion with high competency had a positive effect on agent value, motivation, and recall. Also, there was an interaction effect between competency and the type of interaction on motivation. The findings are in line with the concept of the zone of proximal development (Vygotsky, 1978) and social cognitive theory (Bandura, 2002), which the current study was grounded on. The implications for designing effective agent learning companion are discussed.

Citation

Kim, Y. & Shen, E. (2003). The Effects of Competency and Type of Interaction of Agent Learning Companion on Agent Value, Motivation, and Learning. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 811-814). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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