The review reports that highly competent PALs increased learners' application of acquired knowledge while low-competent PALs increased self-efficacy¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a study the review reports, highly competent PALs increased male and female students' application of acquired knowledge whereas low-competent PALs increased self-efficacy beliefs. → Yanghee Kim and Amy L. Baylor 2006

Evidence¶

Yanghee Kim and Amy L. Baylor 2006¶

Yanghee Kim and Amy L. Baylor. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. ETR&D, Vol. 54, No. 6, pp. 569–596. https://doi.org/10.1007/s11423-006-0637-3

q2 · i? · theoretical · r3

The review reports, citing Kim and Baylor (2006), a study of college students learning introductory instructional design in which PAL competency level was varied. It states that "highly competent PALs increased both male and female student applications of acquired knowledge whereas low competent PALs increased student self-efficacy beliefs." No effect sizes are printed.

"The study showed that highly competent PALs increased both male and female student applications of acquired knowledge whereas low competent PALs increased student self-efficacy beliefs in the domain."

Discussion¶

Related Claims¶

• PALs expressing positive mood were perceived as more facilitating, engaging, and intelligent than negative-mood PALs
• Working with a high-competency pedagogical agent improves novice learners' application of learning (d = 0.46) — possibly the same claim (merge candidate)
• Learners perceived male PALs more positively and recalled more with them than with female PALs, reflecting gender stereotypes — related
• Working with a low-competency pedagogical agent raises learners' self-efficacy in the task (d = 0.49) — possibly the same claim (merge candidate)
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related
• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — related
• Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes — related