Pedagogical Agents: Pedagogical Interventions via Integration of Task-oriented and Socially Oriented Conversation
(2010) AERA (American Educational Research Association) Annual meeting , 2011- Abstract
- A main objective of the research is to develop an educational math game based on the pedagogies of learning by teaching (Bargh & Schul, 1980) , peer coaching and social role models (Bandura1986, 2000; Schunk, 1987) while exploiting a tight interrelation of task oriented and socially oriented conversation. Another objective is to use the game to explore the mentioned pedagogical topics via design-based research.
The significance of the work lies in
i) the novelty of supplying a teachable agent, being deeply integrated in the educational software in contrast to a pedagogical agent that is an addition or bonus to a program, with a social conversational module. This has specific potentials for pedagogical interventions by... (More) - A main objective of the research is to develop an educational math game based on the pedagogies of learning by teaching (Bargh & Schul, 1980) , peer coaching and social role models (Bandura1986, 2000; Schunk, 1987) while exploiting a tight interrelation of task oriented and socially oriented conversation. Another objective is to use the game to explore the mentioned pedagogical topics via design-based research.
The significance of the work lies in
i) the novelty of supplying a teachable agent, being deeply integrated in the educational software in contrast to a pedagogical agent that is an addition or bonus to a program, with a social conversational module. This has specific potentials for pedagogical interventions by integrated task oriented and socially oriented conversation
ii) the long term perspective regarding studies; a previous version of the software – without the social conversational module – has already been used for extended periods of time in regular class activities. This will be continued with the novel system enabling long-term studies. We will among other things examine the role of visual appearance not just for short-time interaction but for human-agent social relationships that persist over time. Possibilities to influence stereotypes over time, and how self-efficacy beliefs can develop over time are other items on the research (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1659081
- author
- Haake, Magnus LU ; Silvervarg, Annika ; Tärning, Betty LU ; Sjödén, Björn LU ; Pareto, Lena and Gulz, Agneta LU
- organization
- publishing date
- 2010
- type
- Contribution to conference
- publication status
- submitted
- subject
- keywords
- social role model, pedagogy, educational game, social dimension of learning, design-based research, social conversation, visual gender, self-efficacy belief, pedagogical intervention
- conference name
- AERA (American Educational Research Association) Annual meeting , 2011
- conference location
- New Orleans, Lousiana, United States
- conference dates
- 2011-04-08 - 2011-04-12
- project
- Thinking in Time: Cognition, Communication and Learning
- language
- English
- LU publication?
- yes
- id
- c19b9489-9fcb-46d2-99a1-4f512c7d5c0a (old id 1659081)
- date added to LUP
- 2016-04-04 10:02:51
- date last changed
- 2020-03-17 14:16:33
@misc{c19b9489-9fcb-46d2-99a1-4f512c7d5c0a, abstract = {{A main objective of the research is to develop an educational math game based on the pedagogies of learning by teaching (Bargh & Schul, 1980) , peer coaching and social role models (Bandura1986, 2000; Schunk, 1987) while exploiting a tight interrelation of task oriented and socially oriented conversation. Another objective is to use the game to explore the mentioned pedagogical topics via design-based research.<br/><br/>The significance of the work lies in<br/>i) the novelty of supplying a teachable agent, being deeply integrated in the educational software in contrast to a pedagogical agent that is an addition or bonus to a program, with a social conversational module. This has specific potentials for pedagogical interventions by integrated task oriented and socially oriented conversation <br/>ii) the long term perspective regarding studies; a previous version of the software – without the social conversational module – has already been used for extended periods of time in regular class activities. This will be continued with the novel system enabling long-term studies. We will among other things examine the role of visual appearance not just for short-time interaction but for human-agent social relationships that persist over time. Possibilities to influence stereotypes over time, and how self-efficacy beliefs can develop over time are other items on the research}}, author = {{Haake, Magnus and Silvervarg, Annika and Tärning, Betty and Sjödén, Björn and Pareto, Lena and Gulz, Agneta}}, keywords = {{social role model; pedagogy; educational game; social dimension of learning; design-based research; social conversation; visual gender; self-efficacy belief; pedagogical intervention}}, language = {{eng}}, title = {{Pedagogical Agents: Pedagogical Interventions via Integration of Task-oriented and Socially Oriented Conversation}}, year = {{2010}}, }