Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3520
Title: Scaffolding Learner Motivation through a Virtual Peer
Authors: Kim, Yanghee
Hamilton, Eric
Zheng, Jinjie
Baylor, Amy
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Kim, Y., Hamilton, E., Zheng, J., & Baylor, A. (2006). Scaffolding Learner Motivation through a Virtual Peer. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 335-341). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: It is well-documented that advanced technology can scaffold learning and cognitive development and also that human-peer models in classrooms positively influence learner motivation, in particular, self-efficacy in specific tasks. This paper describes three exploratory studies that investigated the potential of virtual peers (VP, animated digital characters designed as peer-like) to scaffold college students' motivation towards lesson-planning tasks. The studies examined how differing characteristics of the VPs motivated learners, as measured by learners' task-related self-efficacy beliefs and learner interest in the task and in working with the VPs. Study 1 examined the competency and interaction type of a VP; Study 2 examined the gender and emotional expression of VPs; and Study 3 examined the gender and emotional response of VPs. Results indicated the close relationships between learner motivation and VP characteristics. These findings support for the instructional utility of the virtual peers as motivational scaffolds.
URI: https://doi.dx.org/10.22318/icls2006.335
https://repository.isls.org//handle/1/3520
Appears in Collections:ICLS 2006

Files in This Item:
File SizeFormat 
335-341.pdf283.52 kBAdobe PDFView/Open


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