Effects of Pedagogical Agents on Learners’ Knowledge Acquisition and Motivation in Digital Learning Environments
We assume that learners generate self-reference to a topic dealt with in class through motivational prompts of a pedagogical agent (PA). This assumption is based on self-determination theory and organismic integration theory. Consequently, learners are more motivated and achieve better learning resu...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-01-01
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| Series: | Knowledge |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2673-9585/3/1/4 |
| Summary: | We assume that learners generate self-reference to a topic dealt with in class through motivational prompts of a pedagogical agent (PA). This assumption is based on self-determination theory and organismic integration theory. Consequently, learners are more motivated and achieve better learning results. We examined the influence of motivational prompts on learning success and motivation in a digital learning environment. Therefore, we implemented a PA within a web-based learning environment in order to scaffold learners’ autonomous motivation. In an experimental pre-post design (n = 60), learning success and motivation were analyzed comparing learning environments with and without PA/prompting. Results suggest that learners with a PA reach a higher level of knowledge than learners without a PA. There was no significant influence of motivational prompts on motivation itself. The limitations and conclusions of this study are discussed. |
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| ISSN: | 2673-9585 |