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Pedagogical agent as learning companion: Its constituents and educational implications.
參考文獻 陳秀如 20061003
Kim, Y. (2003). Pedagogical agent as learning companion: Its constituents and
educational implications. In G. Richards (Ed.), Proceedings of World Conference
on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003
(pp. 2229-2236). Chesapeake, VA: AACE.
探討教學代理人的組成與意涵
參考文獻：
隨著多媒體學習的普及化，教學代理人（pedagogical agent）啟發了一個新
的學習方式。
With the growing popularity of technology-mediated learning, pedagogical
agent-based learning environments suggest a new paradigm for instruction.
(Baylor, 1999; Kearsley, 1993)
Baylor, A. L. (1999). Intelligent agents as cognitive tools for education. Educational
Technology, 39(2), 36-40.
Kearsley, G. (1993). Intelligent agents and instructional systems: Implications of a
new paradigm. Journal of Artificial Intelligence and Education, 4(4),
295-304.
教學代理人就像是栩栩如生的真人，藉由各樣的教學策略在電腦的學習環境
裡加上社會的互動使學習變得更容易。
Pedagogical agents are animated life-like characters (Johnson, Rickel, & Lester,
2000), designed to facilitate learning through various pedagogical strategies
emphasizing social interaction in computer-based learning environments. ( Kim,
2003)
Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents:
face-to-face interaction in interactive learning environments.
International Journal of Artificial Intelligence in Education, 11,
47-78.
Kim, Y. (2003). Pedagogical agent as learning companion: Its constituents and
educational implications. In G. Richards (Ed.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education 2003 (pp. 2229-2236). Chesapeake, VA: AACE.
研究人員相當的推薦教學代理人的學習，因為它就像在社會環境裡和真人般的互
動學習，讓學習更容易。
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Pedagogical agent as learning companion: Its constituents and educational implications.
參考文獻 陳秀如 20061003
Researchers recommended that desirable pedagogical agents be human-like and
have a persona to promote learner-agent interaction and thus to create a social
context for learning. (Erickson, 1997; Laurel, 1990; Lester et al.,1997; Mulken,
Andre, & Muller, 1998)
Erickson, T. (1997). Designing agents as if people mattered. In J. M. Bradshaw (Ed.),
Software Agents (pp. 79-96).Menlo Park, CA: MIT Press.
Laurel, B. (1990). Interface agents: Metaphors with character. In B. Laurel (Ed.), The
art of human-computer interface design. Reading, MA: Addison-Wesley.
Lester, J. C., Converse, S. A., Kahler, S. E., Barlow, S. T., Stone, B. A., & Bhoga, R.
S. (1997). The persona effect:affective impact of animated pedagogical
agents. Paper presented at the CHI'97 Human Factors in Computing Systems.,
Atlanta, GA.
Mulken, S. V., Andre, E., & Muller, J. (1998). The Persona Effect: How Substantial
Is It? Paper presented at the HCI-98, Berlin.
就一般傳統的教學環境，可建議製作就像是老師一樣的代理人教授知識。
Conventional intelligent tutoring systems might suggest an agent as a tutor to
teach learners expert domain knowledge (Koedinger & Anderson, 1997).
Koedinger, K. R., & Anderson, J. R. (1997). Intelligent Tutoring Goes To School in
the Big City. International Journal of Artificial Iintelligence in Education,
8, 30-43.
研究人員認為以教學代理人來作為學習的環境的潛能很大，利用不同的圖形、腳
色、功能性等，就像是專家、老師、良師益友，有學習的同伴。
Recognizing the instructional potential of pedagogical agent-based learning
environments, researchers have suggested and developed pedagogical agents
with different images, roles, and functionalities: expert or tutor (Johnson et al.,
2000), motivator , mentor , and learning companion .( Kim, 2003)
Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents:
face-to-face interaction in interactive learning environments. International
Journal of Artificial Intelligence in Education, 11, 47-78.
Kim, Y. (2003). Pedagogical agent as learning companion: Its constituents and
educational implications. In G. Richards (Ed.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education 2003 (pp. 2229-2236). Chesapeake, VA: AACE.
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Pedagogical agent as learning companion: Its constituents and educational implications.
參考文獻 陳秀如 20061003
根據 Bandura 一個偉大的心理模組發現學者可以看著每天發生的相關事情
去模仿。
A pedagogical agent as a learning companion adopts a peer metaphor and is a
simulated peer in computer based learning . According to Bandura (1997),
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H.
Freeman.
除此之外，Salomon對於這兩種形式的認知影響有所爭議，怎樣的孩童能夠
獲得電腦多媒體學習。
‘Effects of technology’”科技的作用”取得科技的技巧導致要使用科技來學習。
‘Effects with technology’“科技的影響＂認知的改變要從學習者使用電腦軟體。
In addition, Salomon (1999) argues for two types of cognitive effects which
children could attain in computer-mediated learning. ‘Effects of technology’ are
the acquisition of cognitive skills resulting from the use of technology for
learning. ‘Effects with technology’ are cognitive changes occurring while the
learner is working with computer software.
皮亞傑認為孩子智力發展階段同儕的互動學習是相當的重要。
Piaget recognized the importance of peer interaction in the intellectual
development of children (Piaget,1962).
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.
角色取替(指個體將自己放在別人的立場，以別人的角度來看事情的能力。)
在同儕互動中是一個關鍵的優點。
Perspective-taking is one of the key advantages of peer interaction. ( Kim, 2003)
Kim, Y. (2003). Pedagogical agent as learning companion: Its constituents and
educational implications. In G. Richards (Ed.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education 2003 (pp. 2229-2236). Chesapeake, VA: AACE.
從孩童的早期發展開始學習與發展是息息相關的。
Learning and development are interrelated from the very beginning of a child’s
development (Vygotsky,Cole, John-Steiner, Scribner, & Souberman, 1978).
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Pedagogical agent as learning companion: Its constituents and educational implications.
參考文獻 陳秀如 20061003
人的基本能力是從自然的生活環境練習來的
The essential capacity of humanness is to exercise control over the nature and
quality of one’s life (Bandura, 2001).
Baylor, A. L. (2001). Permutations of control: Cognitive guidelines for
agent-based learning environments. Journalof Interactive Learning
Research, 12(4), 403-425.
研究表示同儕的互動(溝通、討論)可以發展不同的結構與模組影響到認知
Research on peer interaction shows that diverse structures and modes of peer
conversations and arguments relate to cognitive changes ( Kim, 2003)
Kim, Y. (2003). Pedagogical agent as learning companion: Its constituents and
educational implications. In G. Richards (Ed.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education 2003 (pp. 2229-2236). Chesapeake, VA: AACE
不管如何科技可能會被使用在學上面提供教學代理人的同儕學習，他們需要
社會的互動與支持。
Whatever technology may be used for learning, there will always be needs for
social interaction and supports, which can be provided by agent learning
companions. (Rowell, 2002; Soller, Lesgold, Linton, & Goodman, 1999; Yarrow
& Topping, 2001).
Rowell, P. M. (2002). Peer interactions in shared technological activity: a study of
participation. International Journal of Technology and Design Education, 12,
1-22.
Soller, A., Lesgold, A., Linton, F., & Goodman, B. (1999). What makes peer
interaction effective? Modeling effective communication in an intelligent
CSCL. Paper presented at the AAAI Fall Symposium, Cape Cod, MA.
Yarrow, F., & Topping, K. J. (2001). Collaborative writing: the effects of
metacognitive prompting and structuredpeer interaction. British
Journal of Educational Psychology, 71, 261-282.
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