Impact of Content Domain and Preference on Pedagogical Agent Effectiveness
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Miller, Reganne McKenna
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Abstract
Pedagogical agents (PAs) are virtual, typically anthropomorphic, characters used in online learning environments to improve users’ learning outcomes. They have been shown to increase learning and motivation and are also suggested to reduce cognitive load. Despite the widespread use and investigation of PAs, questions remain. One is: does a learner who prefers not to learn with a PA reap the same pedagogical benefits as one who does? To explore this, the effects of matching versus mismatching PA usage with learners' preferences were analyzed. Additionally, whether PA effectiveness varies across content domains (examined through mathematics and art) was investigated. This study comprises two experiments. Experiment 1 used a 2 (PA Assignment: With-PA vs. No-PA) by 2 (Lesson: Math vs. Art) mixed design to assess immediate learning, retention, motivation, subjective workload, PA persona ratings, and opinions. Experiment 1 was designed to (a) evaluate the PA’s effectiveness prior to Experiment 2, and (b) compare its impact in a math lesson versus an art lesson. Experiment 2 used a 2 (PA Preference: Prefers vs. Does Not Prefer) by 2 (PA Assignment: With-PA vs. No-PA) between-subjects design. The same dependent variables (excluding retention) were used to analyze the effects of preference-assignment congruence. No hypotheses were supported, and, notably, the main effect of PA Assignment was nonsignificant across both experiments. Significant main effects of Lesson (Experiment 1) and PA Preference (Experiment 2) were found. Implications, limitations, and avenues for future research are discussed.
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Date
2025-12
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Thesis (Masters Degree)