Measuring Learners’ Unfolding, Discrete Emotional Responses to Different Pedagogical Agent Scaffolding Strategies

• In Event: Roundtable Session 36
  In Roundtable Session: Effects of Individualized Feedback and Pedagogical Agents

Abstract

This study investigates learners’ discrete emotional responses to a pedagogical agent’s (PA) tutorial scaffolding strategies during their interactions with it while setting three sub goals for their learning session with [SystemName]. 24 undergraduate students from a large, research-intensive university participated in this study and were randomly assigned to one of the two scaffolding conditions (Feedback and Non-Feedback). Results revealed that the PA scaffolding strategy exerted a significant main effect on participants’ embodiment of positive emotions (happiness) and that there was a significant interaction effect of PA scaffolding strategy and sub goal (within subjects measure) on participants’ embodiment of neutrality. These results support the design of a tutorial strategy that is able to both scaffold learning and support adaptive emotional regulation.

Authors

• Jason Matthew Harley, McGill University

• François Bouchet, McGill University

• Roger Azevedo, McGill University