Interactions Between Multi-Agent Adaptive Hypermedia Environments and Learner Characteristics on Note-Taking and Learning

• In Event: Examining and Assessing Self-Regulation Through a Multidimensional Lens

Abstract

The interaction between intelligent artificial pedagogical agents and participant prior knowledge on note-taking strategies and learning within a hypermedia learning environment was examined. Sixty college students participated in experimental learning sessions with or without pedagogical agents. Results revealed participants’ note-taking efforts were negatively related to conceptual learning. The presence of agents significantly decreased measurements of quantity and quality of notes but did not foster adaptive note-taking. Notably, this reduction was only observed for low prior knowledge participants, revealing a significant interaction between the adaptive hypermedia environment and learners’ prior knowledge. Scholarly significance of findings is discussed in terms of theoretical and methodological contributions.

Authors

• Gregory Trevors, McGill University

• Melissa Duffy, McGill University

• Roger Azevedo, McGill University