Improving Learning in Virtual Learning Environments Using Affective Pedagogical Agent

Introduction

The number of research studies that seek to improve the functionalities of virtual learning environments (VLE) has been increasing. Several of the studies have focused on the limitations related to pedagogical support of virtual learning environments, such as the research of Tlili, Essalmi, Jemni, Chang, and Kinshuk (2018) using Moodle, a free, open-source learning and course management system (CMS). In virtual learning environments, there are a large number of activities performed by students that are of fundamental importance to facilitate the work of the tutors through the use of technological tools.

In e-learning platforms, online discussions are widely used (Powell, Wimmer, Kilgus, & Force, 2017), with the most used activity being the forum, which is important for the construction of knowledge, enabling the student to make reflections and deepen in specific subjects of a course (Nor, Razak, & Aziz, 2010).

According to (Alencar & Netto, 2011) supporting students’ learning efforts is a fundamental procedure in the training of students and in the success of the course. Teachers report that they spend most of their time reading the forums. Keeping up dated on students’ posts and participating with students consistently helps tutors and teachers to accurate evaluate student performance. Another activity that consumes a tutors’ time is the monitoring of tasks sent by students, as it is important to check the deadlines of the activities.

Student interactions in virtual learning environments are of paramount importance. The data generated by student interactions can be analysed using artificial intelligence (AI) techniques to stimulate and motivate the students, as well as identify various emotions, such as frustration, isolation, discouragement, and demotivation. Discouragement may occur during the learning, causing the student to make poor decisions and leading the student to drop out of a course or discipline. Often a student may feel discouraged when he or she cannot keep track of content, fails to meet deadlines for delivering activities, or does not understand how to effectively utilize e-learning platforms (Azevedo, Reategui, & Behar, 2014).

The researchers (Lima, Gerosa, & Netto, 2018) carried out a systematic mapping and identified several papers that reported on the difficulty tutors experience in following the discussion forums, due to the large number of participants and the delay in message feedback. Through the discussion forum, students can express their feelings and opinions, so this data can be used to follow up students. Teachers can enhance this interaction and identify students’ emotions, helping to motivate and engage students in their learning, just as teachers do in real life (Ismail & Ariffin, 2014).

The affectivity is a great “ally” to promote learning, and to promote affectivity in virtual learning environments, it is necessary for the mediator’s interactivity actions to be more constant, being present and attentive to the “movement” of the students, looking forward to helping them individually and mindfully, giving them feedback, making them feel safe, and helping to cheer them up (Barrón-Estrada, Zatarain-Cabada, Oramas-Bustillos, & González-Hernández, 2017.