Welcome to the InfoSci Platform
Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent

Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent

Bruce L. Mann, Henry Schulz, Jianping Cui, Shannon Adams
Copyright: © 2012 |Pages: 28
ISBN13: 9781466601376|ISBN10: 146660137X|EISBN13: 9781466601383
DOI: 10.4018/978-1-4666-0137-6.ch011
Cite Chapter Cite Chapter

MLA

Mann, Bruce L., et al. "Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent." Educational Stages and Interactive Learning: From Kindergarten to Workplace Training, edited by Jiyou Jia, IGI Global, 2012, pp. 163-190. https://doi.org/10.4018/978-1-4666-0137-6.ch011

APA

Mann, B. L., Schulz, H., Cui, J., & Adams, S. (2012). Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent. In J. Jia (Ed.), Educational Stages and Interactive Learning: From Kindergarten to Workplace Training (pp. 163-190). IGI Global. https://doi.org/10.4018/978-1-4666-0137-6.ch011

Chicago

Mann, Bruce L., et al. "Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent." In Educational Stages and Interactive Learning: From Kindergarten to Workplace Training, edited by Jiyou Jia, 163-190. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0137-6.ch011

Export Reference

Mendeley
Favorite

Abstract

In this chapter, agent movement and temporal speech cueing were designated for empirical study. In Experiment 1 an agent presented students in grades 4 and 5 (n = 133) with instruction, practice, and feedback on the proper usage of the apostrophe to show singular and plural ownership. Analyses of the data in Experiment 1 showed that modality effects favoured speech cueing over text cueing but agent animation had no effect. In Experiment 2, a different agent presented students in grade 7 (n = 91) with examples and practice questions on multiplying and dividing fractions. Experiment 2 data showed no effects for modality or agent animation. The data reflects previous findings of inconsistent effects in modality research.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.