A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Pedagogical Agents Communicating and Scaffolding Students’ Learning : High School Teachers’ and Students’ Perspectives (2024)


Sikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2024). Pedagogical Agents Communicating and Scaffolding Students’ Learning : High School Teachers’ and Students’ Perspectives. Computers and Education, 222, Article 105140. https://doi.org/10.1016/j.compedu.2024.105140


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatSikström, Pieta; Valentini, Chiara; Sivunen, Anu; Kärkkäinen, Tommi

Lehti tai sarjaComputers and Education

ISSN0360-1315

eISSN1873-782X

Julkaisuvuosi2024

Ilmestymispäivä22.08.2024

Volyymi222

Artikkelinumero105140

KustantajaElsevier

JulkaisumaaYhdysvallat (USA)

Julkaisun kielienglanti

DOIhttps://doi.org/10.1016/j.compedu.2024.105140

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusOsittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/96905


Tiivistelmä

Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs’ communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers’ and students’ insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs’ communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students’ learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education.


YSO-asiasanatopetusvälineetoppimisalustattoisen asteen koulutuslukioälykkäät agentittekoälyoppiminenihmisen ja tietokoneen vuorovaikutuskäyttäjälähtöisyyskäyttäjäkeskeinen suunnittelu

Vapaat asiasanatpedagogical agent; secondary education; user-centered design; human–machine communication (HMC); human-to-human communication script


Liittyvät organisaatiot


OKM-raportointiKyllä

VIRTA-lähetysvuosi2024

Alustava JUFO-taso3


Viimeisin päivitys 2024-14-10 klo 15:08