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제15호 1권 (2014년)
작성자 관리자 등록일 2014-08-06 14:18:36 조회수 5,445
 Linking Design Principles of Animated Pedagogical Agent and Instructional Message for Affective Learning

Chanhee SON (Korean Educational Development Institute Korea)

The purpose of this study was to develop design principles of both animated pedagogical agents as ‘'credible’' persuasive message source and persuasive fear arousing instructional messages in order to help enhance attitude changes toward a certain issue. Based on the previous pedagogical agent research, this study drew the design principles providing ways to manipulate agent credibility level and fear arousing level of message. Consequently, it specified how to make pedagogical agents perceived less or more credible by learners by manipulating a variety of agent features. For fear arousing message, this study showed how fear arousing messages would be structured into one of three levels: non-threatening, moderately threatening, and strongly threatening. Two different agent conditions and three message conditions were actually developed and experimentally tested with the participants of 40 undergraduate students. The results showed that the agent design principles specified from the previous research worked well enough to make a distinction between the more credible agent and the less credible agent. The overall results of this study may indicate that the design strategies for fear arousing message are retained on the premise of some future refinements.

Keywords : Animated Pedagogical Agent, Life-Like Character, Affective Learning, Message Design, Design-Based Research, Human-Computer Interaction

 Linking Association between the Using Goals of Computer and Self-regulated Learning Ability in Primary School Student Focusing on Gender Differences

Eunmo Sung (National Youth Policy Institute Korea)
Sunyoung Huh (National Youth Policy Institute Korea)

The purpose of the present research was to examine the relationship between the using goals of computer and self-regulated learning ability on the gender difference. To accomplish this goal, we have analyzed the data of Korea Children and Youth Panel Survey III which is nationally collected from primary school students, currently on the 6th grade in South Korea. 2,219 samples were used in the study excluding missing samples. The participants were 1167 males (49.5%) and 1052 females (50.5%). The mean age was 13.94 years (SD=.25). As results, female students spent more time on using computer than male students did: (1) the male students’ time spent on Playing game was significantly larger than that of female students, but (2) on the rest seven using goals of computer including e-Learning/Information retrieval for learning, the female students spent significantly more time than the male students did. Also, in terms of the self-regulated learning ability, using computer for e-Learning/Information retrieval for learning itself gave significantly positive effects on both male and female students’ self-regulated learning ability. On the other hand, Playing game gave significantly negative effects on both. Based on the results, some strategies were suggested on the proper use of computer for learning.

Keywords : using goals of computer, self-regulated learning ability, computer use, gender differences

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