Pedagogical Agents in Educational VR: An in the wild study
Research output: Contribution to conference › Conference abstract for conference › Research › peer-review
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Pedagogical Agents in Educational VR : An in the wild study. / Petersen, Gustav Bøg Lassen; Mottelson, Aske; Makransky, Guido.
2021. Abstract from 2021 CHI Conference on Human Factors in Computing Systems: Making Waves, Combining Strengths, CHI 2021, Virtual, Online, Japan.Research output: Contribution to conference › Conference abstract for conference › Research › peer-review
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TY - ABST
T1 - Pedagogical Agents in Educational VR
T2 - 2021 CHI Conference on Human Factors in Computing Systems: Making Waves, Combining Strengths, CHI 2021
AU - Petersen, Gustav Bøg Lassen
AU - Mottelson, Aske
AU - Makransky, Guido
PY - 2021/5
Y1 - 2021/5
N2 - Pedagogical agents are theorized to increase humans’ effort to understand computerized instructions. Despite the pedagogical promises of VR, the usefulness of pedagogical agents in VR remains uncertain. Based on this gap, and inspired by global efforts to advance remote learning during the COVID-19 pandemic, we conducted an educational VR study in-the-wild (N = 161). With a 2 × 2 + 1 between subjects design, we manipulated the appearance and behavior of a virtual museum guide in an exhibition about viruses. Factual and conceptual learning outcomes as well as subjective learning experience measures were collected. In general, participants reported high enjoyment and had significant knowledge acquisition. We found that the agent’s appearance and behavior impacted factual knowledge gain. We also report an interaction effect between behavioral and visual realism for conceptual knowledge gain. Our findings nuance classical multimedia learning theories and provide directions for employing agents in immersive learning environments.
AB - Pedagogical agents are theorized to increase humans’ effort to understand computerized instructions. Despite the pedagogical promises of VR, the usefulness of pedagogical agents in VR remains uncertain. Based on this gap, and inspired by global efforts to advance remote learning during the COVID-19 pandemic, we conducted an educational VR study in-the-wild (N = 161). With a 2 × 2 + 1 between subjects design, we manipulated the appearance and behavior of a virtual museum guide in an exhibition about viruses. Factual and conceptual learning outcomes as well as subjective learning experience measures were collected. In general, participants reported high enjoyment and had significant knowledge acquisition. We found that the agent’s appearance and behavior impacted factual knowledge gain. We also report an interaction effect between behavioral and visual realism for conceptual knowledge gain. Our findings nuance classical multimedia learning theories and provide directions for employing agents in immersive learning environments.
KW - Faculty of Social Sciences
KW - Immersive virtual reality
KW - educational technology
KW - learning
KW - cognitive load
KW - pedagogical agents
U2 - 10.1145/3411764.3445760
DO - 10.1145/3411764.3445760
M3 - Conference abstract for conference
Y2 - 8 May 2021 through 13 May 2021
ER -
ID: 291672686