Do pedagogical agents make a difference to student motivation and learning?
Article Properties
-
LanguageEnglish
-
DOI (url)
-
Publication Date2011/01/01
-
Journal
-
Indian UGC (journal)
-
Refrences88
-
Citations124
-
Steffi Heidig
-
Geraldine Clarebout
Cite
Heidig, Steffi, and Geraldine Clarebout. “Do Pedagogical Agents Make a Difference to Student Motivation and Learning?”. Educational Research Review, vol. 6, no. 1, 2011, pp. 27-54, https://doi.org/10.1016/j.edurev.2010.07.004.
Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning?. Educational Research Review, 6(1), 27-54. https://doi.org/10.1016/j.edurev.2010.07.004
Heidig, Steffi, and Geraldine Clarebout. “Do Pedagogical Agents Make a Difference to Student Motivation and Learning?”. Educational Research Review 6, no. 1 (2011): 27-54. https://doi.org/10.1016/j.edurev.2010.07.004.
Heidig S, Clarebout G. Do pedagogical agents make a difference to student motivation and learning?. Educational Research Review. 2011;6(1):27-54.
Journal Categories
Education
Education
Theory and practice of education
Social Sciences
Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Do Pedagogical Agents Facilitate Learner Motivation and Learning Outcomes? | Journal of Media Psychology |
| 58 | 2010 |
| Fostering multimedia learning of science: Exploring the role of an animated agent’s image | Computers & Education |
| 81 | 2007 |
| Cognitive and affective benefits of an animated pedagogical agent for learning English as a second language | Journal of Educational Computing Research |
| 2006 | |
| Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game. | Journal of Educational Psychology |
| 156 | 2005 |
| Using human physiology to evaluate subtle expressivity of a virtual quizmaster in a mathematical game | International Journal of Human-Computer Studies |
| 57 | 2005 |
Citations
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Is student learning from a video lecture affected by whether the instructor wears a mask? | Applied Cognitive Psychology |
| 2024 | |
| Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis | Educational Psychology Review |
| 2024 | |
Increasing the realism of on‐screen embodied instructors creates more looking but less learning | British Journal of Educational Psychology |
| 2024 | |
The effect of an agent tutor’s integration of cognitive and emotional gestures on cognitive load, motivation, and achievement | Contemporary Educational Technology |
| 2024 | |
LIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS’ PERSPECTIVES | Journal of Baltic Science Education |
| 2024 |
Citations Analysis
The category
Education: Theory and practice of education 71
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Visual SceneMaker—a tool for authoring interactive virtual characters and was published in 2011. The most recent citation comes from a 2024 study titled Algerian secondary school students' preferences for the use of YouTube in their informal learning. This article reached its peak citation in 2021, with 16 citations. It has been cited in 67 different journals, 23% of which are open access. Among related journals, the Computers & Education cited this research the most, with 15 citations. The chart below illustrates the annual citation trends for this article.