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dc.contributor.authorSikström, Pieta
dc.contributor.authorValentini, Chiara
dc.contributor.authorSivunen, Anu
dc.contributor.authorKärkkäinen, Tommi
dc.date.accessioned2022-06-10T11:24:36Z
dc.date.available2022-06-10T11:24:36Z
dc.date.issued2022
dc.identifier.citationSikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2022). How pedagogical agents communicate with students : A two-phase systematic review. <i>Computers and Education</i>, <i>188</i>, Article 104564. <a href="https://doi.org/10.1016/j.compedu.2022.104564" target="_blank">https://doi.org/10.1016/j.compedu.2022.104564</a>
dc.identifier.otherCONVID_146548786
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81635
dc.description.abstractTechnological advancements have improved the capabilities of pedagogical agents to communicate with students. However, an increased use of pedagogical agents in learning environments calls for a deeper understanding of student–agent communication to assess the effectiveness of pedagogical agents in learning. This study is a two-phase systematic review of scientific papers on pedagogical agent communication research published between 2010 and 2020, including review papers and original research papers. In the first phase, this study analyses literature reviews and meta-analyses to find the status and research gaps. The findings indicate that pedagogical agents' characteristics and impact on learning have been reviewed, but pedagogical agent communication and its relation to learning have not. In the second phase, the empirical studies of pedagogical agent communication are reviewed and classified into three categories that describe how pedagogical agent communication facilitates students' learning through (1) students' intrapersonal communication processes, (2) interpersonal communication between students and a pedagogical agent, and (3) by facilitating learning in a group. The findings show that pedagogical agent communication can enhance learning through intrapersonal communication of motivation, self-regulation, self-efficacy, and metacognition. At the interpersonal level, pedagogical agents aim to scaffold learning by giving feedback, prompts, and hints from learning processes and learning results. Pedagogical agents also support learning in a group by facilitating discussions and directing students' collaboration. Despite rapid technological advancements, pedagogical agents are not on the level to communicate fluently and human-like, which is likely to reduce their effectiveness and usability in learning. The review concludes that pedagogical agents’ communication needs to be developed toward adaptive, adequate, relational, and logical communication, which requires a multidisciplinary theoretical approach, the use of artificial intelligence, affective computing, and psychometric assessments. Recommendations for future research addressing the gaps identified in this systematic review are discussed.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesComputers and Education
dc.rightsCC BY 4.0
dc.subject.otherPedagogical agent
dc.subject.otherStudent-agent communication
dc.subject.otherHuman-machine communication
dc.subject.otherSystematic literature review
dc.subject.otherUmbrella review
dc.titleHow pedagogical agents communicate with students : A two-phase systematic review
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202206103243
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosKauppakorkeakoulufi
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosFaculty of Information Technologyen
dc.contributor.laitosSchool of Business and Economicsen
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineViestintäfi
dc.contributor.oppiaineTekniikkafi
dc.contributor.oppiaineKoulutusteknologia ja kognitiotiedefi
dc.contributor.oppiaineHuman and Machine based Intelligence in Learningfi
dc.contributor.oppiaineViestinnän johtaminenfi
dc.contributor.oppiaineBasic or discovery scholarshipfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineCommunicationen
dc.contributor.oppiaineEngineeringen
dc.contributor.oppiaineLearning and Cognitive Sciencesen
dc.contributor.oppiaineHuman and Machine based Intelligence in Learningen
dc.contributor.oppiaineCorporate Communicationen
dc.contributor.oppiaineBasic or discovery scholarshipen
dc.contributor.oppiaineSchool of Wellbeingen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_dcae04bc
dc.description.reviewstatuspeerReviewed
dc.relation.issn0360-1315
dc.relation.volume188
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysosystemaattiset kirjallisuuskatsaukset
dc.subject.ysoopetusteknologia
dc.subject.ysooppimisalustat
dc.subject.ysoälykkäät agentit
dc.subject.ysoihmisen ja tietokoneen vuorovaikutus
dc.subject.ysokeskinäisviestintä
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p29683
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
jyx.subject.urihttp://www.yso.fi/onto/yso/p26951
jyx.subject.urihttp://www.yso.fi/onto/yso/p24489
jyx.subject.urihttp://www.yso.fi/onto/yso/p38007
jyx.subject.urihttp://www.yso.fi/onto/yso/p15217
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.compedu.2022.104564
jyx.fundinginformationThis research did not receive any specific grant from funding agencies in the public, commercial, or non-for-profit sectors.
dc.type.okmA2


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