Arguedas Marta, Daradoumis Thanasis, Caballé Santi
IN3-Department of Computer Science, Multimedia and Telecommunications, Open University of Catalonia, Barcelona, Spain.
Escuelas Universitarias Gimbernat (EUG), adscrita a la Universitat Autònoma de Barcelona, Sant Cugat, Spain.
Front Artif Intell. 2024 Dec 16;7:1495342. doi: 10.3389/frai.2024.1495342. eCollection 2024.
There is still a debate on the influence and effectiveness of pedagogical agents in a learning environment, especially on the means these agents employ for enhancing students' academic performance. The current study aims at measuring the effectiveness of cognitive and affective feedback (CaAF) types that a human teacher and a virtual Affective Pedagogical Tutor (APT) used in their groups of students (control and experimental groups respectively) in an authentic long-term learning situation. Participants were a sample of 115 students carrying out collaborative activities in a "web design" course. Our findings showed that APT cognitive feedback () significantly increased students' learning outcomes compared to the human teacher's feedback, whereas APT affective feedback (AF) only achieved partial success. Nevertheless, the study has some limitations: it is based on a single course and a specific academic context, limiting the generalizability of its findings. Additionally, while cognitive feedback demonstrated a clear impact, the analysis of affective feedback was less conclusive, and its design requires further refinement. Finally, the cross-sectional design of the study restricts the ability to assess whether improvements in learning outcomes persist over time. Future research directions include exploring the generalizability of results across diverse disciplines, deepening the analysis of affective feedback, and incorporating longitudinal studies to evaluate the durability of the observed effects.
关于教学代理在学习环境中的影响和有效性，尤其是这些代理用于提高学生学业成绩的方式，仍然存在争议。当前的研究旨在衡量在真实的长期学习情境中，人类教师和虚拟情感教学导师（APT）在各自的学生群体（分别为对照组和实验组）中使用的认知和情感反馈（CaAF）类型的有效性。参与者是115名在“网页设计”课程中开展协作活动的学生样本。我们的研究结果表明，与人类教师的反馈相比，APT认知反馈（）显著提高了学生的学习成果，而APT情感反馈（AF）仅取得了部分成功。然而，该研究存在一些局限性：它基于单一课程和特定的学术背景，限制了其研究结果的普遍性。此外，虽然认知反馈显示出明显的影响，但情感反馈的分析不太具有决定性，其设计需要进一步完善。最后，该研究的横断面设计限制了评估学习成果的改善是否随时间持续存在的能力。未来的研究方向包括探索结果在不同学科中的普遍性，深化对情感反馈的分析，并纳入纵向研究以评估观察到的效果的持续性。
