Abstract
Earlier research provides inconsistent evidence for effects of pedagogical agents on learning outcomes. We claim that the agent's instructional method helps to explain the inconsistency, with agents that offer behavioral modeling as an instructional method leading to better learning. We conducted two studies to investigate effects of the use of an artificial agent as a persuasive behavioral model on individuals' learning outcomes in the context of computer training. Specifically, in both studies, participants watched an instructional video on how to perform a web search with their eyes using a novel eye-tracking software. Study 1 examined the effects of agent-delivered modeling vs. two non-modeling instructional methods (agent-delivered instructional narration and no agent, text-only instruction) on participants' (N = 197) self-efficacy and system-specific perceptions of ease of use. Study 2 extends findings of Study 1 by examining effects of agent-delivered modeling vs. two non-modeling instructional methods (agent-delivered instructional narration and no agent, voice-only instructional narration) on participants' (N = 99) declarative knowledge and task performance. Previous work with human behavioral models showed an advantage of behavioral modeling over other non-modeling instructional methods in influencing learning outcomes. Therefore, agent-delivered modeling was predicted to be more effective in influencing motivational (i.e., self-efficacy) and learning outcomes (i.e., declarative knowledge, task performance). In accordance with our hypotheses, results revealed that participants who received instructions from an artificial agent as a behavioral model reported significantly stronger self-efficacy beliefs, tended to have higher system-specific ease of use, exhibited enhanced declarative knowledge, and better task performance skills.
| Original language | English |
|---|---|
| Pages (from-to) | 84-93 |
| Number of pages | 10 |
| Journal | Computers in Human Behavior |
| Volume | 97 |
| DOIs | |
| Publication status | Published - 1 Aug 2019 |
Funding
This work was supported by project MAMEM that has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement number: 644780 . Appendix A Specific computer self-efficacy. Please indicate whether you think you could use GazeTheWeb yourself for conducting a web search. 1. I believe I have the ability to scroll up and down on a webpage using the GazeTheWeb browser 2. I believe I have the ability to begin a web search using the GazeTheWeb browser 3. I believe I have the ability to correct errors made when typing a search term using the GazeTheWeb keyboard 4. I believe I have the ability to open hyperlinks using the GazeTheWeb browser 5. I believe I have the ability to type a search term using the GazeTheWeb Appendix B Multiple-choice questions. For each of the following questions please select the answer you think that represents the correct choice. Note that there is only one correct answer per question. 1. Which of the following is NOT an icon of GazeTheWeb? A. A “T” icon B. A finger-point button C. A diamond icon D. A “Y” icon 2. Which of the following propositions is true? A. While scrolling, the scroll buttons change color from orange to brown indicating the scrolling progress. B While scrolling, the scroll buttons change color from orange to brown indicating the number of most relevant page results. C. While scrolling, the scroll buttons change color from orange to blue indicating the scrolling progress. D. While scrolling, the scroll buttons change color from orange to blue indicating the number of most relevant page results. 3. What happens when the “hyperlink navigation” function is activated? A. The web page starts zooming in. B. The eye icon changes to a finger-point button. C. A new tab is open for every link present on-screen. D. You can copy the URL of the desired link.
Keywords
- Artificial agent
- Behavioral modeling
- Learning
- Motivation
- Persuasive technology