Agents’ cognitive vs. Socio-affective support in response to learner’s confusion

Abstract

Drawing on a social-regulating approach, we experimentally compared the effects of cognitive and socio-affective support on learning outcome in an intelligent tutoring system. Findings show that cognitive support from pedagogical agents in response to learner’s confusion is preferable for enhancing students’ learning outcomes.

Publication Title

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

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