The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One 報告人：張純瑋 Baylor, A. & Ebbers, S. (2003). The pedagogical agent split-persona.

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The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One 報告人：張純瑋 Baylor, A. & Ebbers, S. (2003). The pedagogical agent split-persona effect: When two agents are better than one In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp ). Chesapeake, VA: AACE.

Introduction  One characteristic in particular for which little is known is regarding the value of presenting more than one pedagogical agent simultaneously to the learner.  Baylor (2002) examined the effect of 0-2 pedagogical agents representing instructivist and constructivist perspectives on instructional planning on learning and motivation. (promoting metacognitive awareness )  Baylor and Chang (2002) found that the presence of two agents was preferable to one agent when the system provided non- adaptive (as compared to adaptive) and just-in-time (as compared to summative) feedback.

Introduction (cont.)  There are several characteristics that could be afforded through the presence of multiple agents: interaction, control, and choice.  The primary question that was examined was as follows Is it more effective for learning and motivation to have one agent with combined expertise and motivational support (Mentor) or two separate agents – one with expertise (Expert) and one with motivational support (Motivator)?

Methods  Two-agent Condition ( Expert + Motivator )  One-agent Condition ( Mentor )

Procedure  The participants included 48 undergraduates (17% male and 83% female) in an introduction to educational technology course. (average age =20.32)  They were randomly assigned to one of the two conditions (One-agent or Two-agents) by the MIMIC agent-based research system, focused on teaching pre-service teachers instructional planning.  The entire procedure took approximately 90 minutes.

Measures_ Learning 、 Motivation  Learning was measured in terms of recall and transfer.  To assess motivation, questions were asked in three areas 1) self-efficacy toward instructional planning 2) disposition toward instructional planning 3) satisfaction regarding instructional planning performance.

Results  The MANOVA indicated that there was an overall positive effect of the two-agent condition on learning.  Follow-up univariate analyses (ANOVA) indicated that significant differences occurred only for recall.  the two-agent condition found MIMIC to be significantly more easy to learn from than those in the one-agent condition.  The MANOVA indicated that there was no significant overall effect of agent condition on motivation.

Discussion  These results provide preliminary support for the positive impact of two agents in facilitating learning (particularly recall).  This split persona effect indicates that figuratively “splitting” an agent’s persona by functionality into two separate agents may lead to greater learning.  By designing a clear delineation of roles in the two-agent condition, learners’ cognitive load requirements were reduced whereas those in the two-agent condition clearly understood each agent’s role and made use of them as they desired.

Discussion  The better performance by those in the two agent condition may be due to the increased collaborative interactivity that required the learner to exercise greater agency (Bandura, 2000) in choosing which agent would be more useful.  Given that the learner had greater control over his/her environment in the two-agent condition s/he could determine which agent and which associated “role” to use when.  It would have been expected that the two-agent condition would have led to increased learner motivation particularly in terms of self-efficacy, yet this was not found.

The End Thank you for your listening