A Case for the use of Pedagogical Agents in Online Learning Environments
Noah L. Schroeder, Olusola Adesope · Indiana Magazine of History (Indiana University) · 2013
Progressive multimedia learning tools have been extensively researched over the past twenty years. Two of these tools include intelligent tutoring systems (Graesser et al., 2004; Ma, Adesope, & Nesbit, 2011; VanLehn, 2011) and pedagogical agents (Mayer & DaPra, 2012; Moreno, Mayer, Spires, & Lester, 2001). In this paper we discuss pedagogical agents, which are visible characters in multimedia learning environments designed to facilitate learning (Moreno, 2005; Schroeder, Adesope, & Barouch Gilbert, 2012). Some researchers have expressed reservations that pedagogical agents may not be cost-effective (Choi & Clark, 2006; Clark & Choi, 2005; 2007). However, while it previously may have taken a considerable amount of time and resources to design and implement a pedagogical agent within a learning environment, recent advances in technology make pedagogical agent-based systems more accessible and affordable to educators. Pedagogical agent research is typically grounded in social agency theory. Social agency theory is based on previous research which indicates that people treat computers as fellow humans (Reeves & Nass, 1996), and posits that “social cues in a multimedia message can prime the social conversation schema in learners” (Mayer, Sabko, & Mautone, 2003, p. 419). Thus, Mayer et al. (2003) suggest that learners may perceive computer interaction as a social exchange of information. In sum, it is hypothesized that if the learner perceives the computer interaction as social communication, it may cause increased performance on transfer tests due to the student engaging in the “sense-making process” (Mayer et al., 2003, p. 420). This process describes active learning, which is delineated into three stages: selecting information, organizing it, and integrating it with prior knowledge (Mayer et al., 2003; Mayer, 2005). Alternatively, Mayer et al. (2003) posit that a lack of social cues in a multimedia message will not cause a social response in the learner, and thus foster rote learning, or memorization. As such, it is the process of deeper understanding (Atkinson, Mayer, & Merrill, 2005) that pedagogical agent researchers hope to foster to promote meaningful learning (Mayer et al., 2003) in pedagogical agent-based learning environments.