Agents with expertise (Expert and Mentor) improved learning outcomes and were perceived as more credible¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Agents designed with expertise roles improved learning outcomes in Experiment 2. → Kim 2015

Evidence¶

Kim 2015¶

Kim, Y., & Baylor, A. L. (2015). Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0055-y

q3 · i? · review · r2

Findings from the two experiments reported in the review: agents operationalized with expertise (Expert, Mentor) produced improved learning outcomes and higher perceived credibility. No effect size is printed for this finding.

"The agents with expertise (Expert and Mentor) led to improved learning outcomes and were perceived as more credible and more facilitating learning."

Discussion¶

Related Claims¶

• Motivational agent roles (Motivator and Mentor) were perceived as more human-like and improved learner self-efficacy — related
• The Mentor agent had the overall best combined impact on learning and motivation — related
• Learners are more willing to act on feedback when they perceive the sender as credible and trustworthy — a broader claim this one bears on
• Split-persona effect: two distinct agent roles (Expert and Motivator) outperformed one combined Mentor agent — reports the opposite
• Middle-schoolers judge a speaker presented as a researcher as more expert and more trustworthy than one presented as a consumer — related