Effects of Pedagogical Agents on K-12 Students’ Achievement in STEM: A Three-Level Meta-Analysis

• In Event: Innovative Educational Tools and Strategies to Enhance Student Learning

Abstract

This meta-analysis examined the effects of pedagogical agents (PAs) on K-12 students' academic achievement in STEM education. Effect sizes from 28 studies (N = 5795) were analyzed using a three-level meta-analytic model. Results showed a significant medium overall effect of PAs on K-12 students' achievement in STEM learning (g = 0.35). This suggested that PAs contributed to better student achievement compared to learning conditions without PAs. Moderated effects analysis revealed that the effect sizes of PAs on students’ achievement were larger when students learn (a) with human-like PAs than with animal PAs and no image PAs; (b) with PAs providing no affective feedback; (c) in collectivistic cultures rather than individualistic cultures; and (d) for the longest intervention duration.

Authors

• Yanfen Hu, East China Normal University

• Hao Lei, East China Normal University

• Longyue Fang, East China Normal University