Working with a low-competency pedagogical agent raises learners' self-efficacy in the task (d = 0.49)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Students who worked with the low-competency PAL showed significantly higher self-efficacy in the task than students with the high-competency PAL (Cohen's d = 0.49). → Kim 2006

Evidence¶

Kim 2006¶

Kim, Y., Baylor, A. L., & PALS Group. (2006). Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction. Educational Technology Research and Development, 54(3), 223-243. https://doi.org/10.1007/s11423-006-8805-z

q3 · i2 · causal · r2

In the same 2x2 experiment, ANCOVA with prior self-efficacy as covariate showed the competency main effect on self-efficacy. Self-efficacy was measured with one item before and after the intervention; posttest means are quoted from the Results section.

"Students in the low-competency condition ( M = 3.00, SD = 1.18) showed significantly higher self-efficacy about the task than students in the high-competency condition ( M = 2.47, SD = 0.98). The stan dardized effect size for this difference was Cohen's d = 0.49"

Discussion¶

Related Claims¶

• Working with a high-competency pedagogical agent improves novice learners' application of learning (d = 0.46) — related
• The review reports that highly competent PALs increased learners' application of acquired knowledge while low-competent PALs increased self-efficacy — possibly the same claim (merge candidate)
• A high-competency PAL elicits more positive learner attitudes toward the agent (d = 0.91) — related