Abstract
These days there are many e-learning websites for children presenting learning contents with animated pedagogical agents on screen. Therefore we investigated the effects of embodied tangible agents outside of the screen for children’s interest and learning. All experiments were conducted with 6-7 year old children and stimulus was a kind of storybook-animation. As a result, with embodied agents outside of the screen, children felt higher degree of agent presence, and also a higher degree of an interest about agents and more interaction with agents. And it induced stronger persona effects in learning than with animated agents on the screen. Also children had a statistically significant increase in vocabulary learning. This study had implication about designing effective tangible agents for children.
This is a preview of subscription content, log in via an institution to check access.
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Andre, E., Rist, T., Muller, J.: Employing AI methods to control the behavior of animated interface agents. Applied Artificial Intelligence 13, 415–448 (1999)
Barnes, S., Gutfreund, M., Satterly, D., Wells, G.: Characteristics of adult speech which predict children’s language development. Journal of Child Language 10, 65–84 (1983)
Bornstein, M.H.: Maternal responsiveness: Characteristics and consequences. New Directions for Child Development 43, 75–87 (1989)
Ewers, C.A., Brownson, S.M.: Kindergartners’ vocabulary acquisition as a function of active vs. passive storybook reading, prior vocabulary, and working memory. Journal of Reading Psychology 20, 11–20 (1999)
Guttman, J., Levin, J.R., Pressley, M.: Pictures, partial pictures, and young children’s oral prose learning. Journal of Educational Psychology 69(5), 473–480 (1977)
Kim, J., Sung, O., Hyun, M.: The Validity Study of Parent-Child Interaction Rating Scales (MBRS & CBRS). Korean Journal of Clinical Psychology 19(4), 895–904 (2000)
Lester, J.C., Towns, S.G., Callaway, C.B., Voerman, J.L., FitzGerald, P.J.: Deictic and Emotive Communication in Animated Pedagogical Agents. In: Cassell, J., Prevost, S., Sullivan, J., Churchill, E. (eds.) Embodied Conversational Agents, pp. 123–154. MIT Press, Cambridge (2000)
Lester, L.C., Converse, S.A., Stone, B.A., Kahler, S.E., Barlow, S.T.: Animated Pedagogical Agents and Problem-Solving Effectiveness: A Large-Scale Empirical Evaluation. In: Proceeding of the eighth world conference on artificial intelligence in education, pp. 23–30. IOS Press, Washington, DC (1997)
Moerk, E.: The mother of Eve-As a first language teacher. Ablex, Norwood, NJ (1983)
Moreno, R., Mayer, R.E., Spires, H.A., Lester, J.C.: The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction 19, 177–213 (2001)
Senechal, M., Cornell, E.H., Broda, L.S.: Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly 10(3), 317–337 (1995)
Spiker, D., Boyce, G.C., Boyce, L.K.: Parent-child interactions when young children have disabilities. International Review of Research in Mental Retardation 25, 35–70 (2002)
van Kleeck, A., Vander Woude, J.: Book sharing with preschoolers with language delays. In: Stahl, van Kleeck, A. (eds.) On reading books to children: Parents and teachers, Lawrence Erlbaum, Mahwah, NJ (2003)
Vygotsky, L.: Mind in society. Harvard University Press, Cambridge, MA (1978)
Walsh, B.A., Blewitt, P.: The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers. Early Childhood Education Journal 33, 273–278 (2006)
Zevenbergen, A.A., Whitehurst, G.J., Zevenbergen, J.A.: Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Applied Developmental Psychology 24, 1–15 (2003)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2007 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Kim, Jh., Jung, Dh., Chae, Hs., Hong, Jy., Han, Kh. (2007). The Effect of Tangible Pedagogical Agents on Children’s Interest and Learning. In: Jacko, J.A. (eds) Human-Computer Interaction. HCI Applications and Services. HCI 2007. Lecture Notes in Computer Science, vol 4553. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-73111-5_31
Download citation
DOI: https://doi.org/10.1007/978-3-540-73111-5_31
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-73109-2
Online ISBN: 978-3-540-73111-5
eBook Packages: Computer ScienceComputer Science (R0)