Type of Document Dissertation Author Shen, E URN etd-04302009-233640 Title The Effects of Agent Emotional Support and Cognitive Motivational Messages on Math Anxiety, Learning, and Motivation Degree Doctor of Philosophy Department Educational Psychology and Learning Systems, Department of Advisory Committee
Advisor Name Title John Keller Committee Chair Amy Baylor Committee Member Marcy Driscoll Committee Member Elizabeth Jakubowski Outside Committee Member Keywords
- Math Anxiety
- Emotional Support
- Pedagogical Agent
Date of Defense 2009-04-09 Availability unrestricted AbstractMathematics plays an important role in everyday life. Math anxiety has been one of the major reasons that students do not like math mathematics. Many efforts have been done to alleviate learnerís math anxiety with respect to curriculum design, math assessment, classroom culture, and teacher attitudes. In this study, math anxiety from the GED (General Educational Development) population is addressed through emotional and motivational support provided by pedagogical agents. There are two reasons to this approach. One major reason is the inherent social nature of learning and research on learnersí emotion and motivation are gaining more and more interest. The other major reason is that the embodiment nature of pedagogical agents have been recognized by researchers and the pedagogical agents become one of the ideal candidates to improve learning and influence learnersí emotion and motivation in a computer-based learning environment.
In this study, emotional support and cognitive motivational messages were embedded in pedagogical agents to promote learning, alleviate math anxiety, and improve leaner motivation. 109 GED students affiliated with local community college participated in this study. This study used a 2 x 2 factorial design. The two independent variables were emotional support and cognitive motivational messages and each dependent variable contained two levels: presence versus absence. The dependent measure of study includes learning, math anxiety, and leaner motivation.
MANOVA analysis revealed a main effect of emotional support. Further univariate analysis showed that students who worked with emotional support agents performed better in learning and had less math anxiety than those students who worked with none-emotional support agents. No significant results were found on the main effect of cognitive motivational messages. This study shows quantitative evidence of the effectiveness of pedagogical agents as a means to deliver emotional support in a computer based learning environment.
Further research is suggested to examine the adaptive nature of emotional support and cognitive motivational messages. The effect of emotional support and cognitive motivational messages in non-GED population needs to be tested.
Filename Size Approximate Download Time (Hours:Minutes:Seconds)
28.8 Modem 56K Modem ISDN (64 Kb) ISDN (128 Kb) Higher-speed Access ShenEDissertation.pdf 2.38 Mb 00:11:01 00:05:40 00:04:57 00:02:28 00:00:12