id: 06676042
dt: j
an:
au: Kim, Yanghee; Thayne, Jeffrey; Wei, Quan
ti: An embodied agent helps anxious students in mathematics learning.
so: Educ. Technol. Res. Dev. 65, No. 1, 219-235 (2017).
py: 2017
pu: Springer US, New York, NY; Association for Educational Communications and
Technology (AECT), Bloomington, IN
la: EN
cc: C20 U50 C30 C90
ut: embodied agents; mathematics anxiety; advanced learning technologies;
interactive learning environments; pedagogical agents
ci:
li: doi:10.1007/s11423-016-9476-z
ab: Summary: Mathematics anxiety is known to be detrimental to mathematics
learning. This study explored if an embodied agent could be used to
help alleviate student anxiety in classrooms. To examine this
potential, agent-guided algebra lessons were developed, in which an
animated agent was equipped with prescriptive instructional guidance
and anxiety treating messages. The lessons were deployed in regular
mathematics classrooms, one lesson per day over a week, with 138 boys
and girls in the 9th grade in the United States. After taking the
weeklong agent-based lessons, students decreased in their mathematics
anxiety ($p=.042$) and increased in mathematics learning ($p=.001$),
regardless of the presence or absence of the agentsâ€™ anxiety
messages. The presence of the agentsâ€™ messages only seemed to make a
difference for high-anxiety students. This finding suggests that an
embodied agent could provide affective support for students with
special needs.
rv: