Please use this identifier to cite or link to this item:
Title: Mere Belief of Social Action Improves Complex Learning
Authors: Okita, Sandra
Bailenson, Jeremy
Schwartz, Daniel
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Okita, S., Bailenson, J., & Schwartz, D. (2008). Mere Belief of Social Action Improves Complex Learning. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 132-139). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Three studies tested the hypothesis that the mere belief in having a social interaction with someone improves learning, more attention and higher arousal. Participants studied a passage on fever mechanisms. They entered a virtual reality (VR) environment and met an embodied agent. The participant either read aloud or silently, scripted questions on the fever passage. In the avatar-aloud and avatar-silent conditions, participants were told that the virtual representation was controlled by a person. The agent condition was told that the virtual representation was a computer program. All interactions within VR were held constant, but the avatar conditions exhibited better learning, more attention, and higher arousal. Further results suggest that this was not due to social belief per se, but rather in the belief of taking a socially relevant action.
Appears in Collections:ICLS 2008

Files in This Item:
File SizeFormat 
132-139.pdf693.96 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.