國立虎尾科技大學 |

The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks./
作者:	Drobisz, Jack.
面頁冊數:	1 online resource (107 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781369730951

The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks.
Drobisz, Jack.

The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks. - 1 online resource (107 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2017.

Includes bibliographical references

This research examined how four different animated pedagogical agent implementations, which focus on perceptual and inquiry arousal conditions of attention as defined in Keller's ARCS model of motivational design (Keller, 2009), impact English language learners' situational interest, cognitive load, and reading comprehension in online readings tasks. Animated pedagogical agents (APA) are computer characters embodied with speech, gestures, or movement (Sweller, Ayres, & Kalyuga, 2011), which according to cognitive-affective theory of learning with media (CATLM; Moreno, 2005; Moreno & Mayer, 2007), can provide a mechanism for triggering situational interest in reading materials through different arousal conditions. In this study, perceptual arousal and inquiry arousal were implemented in two different levels within four APA conditions: high perceptual arousal and high inquiry arousal condition, high perceptual and low inquiry condition, low perceptual and high inquiry condition, and low perceptual and low inquiry condition. Study outcome variables included situational interest, cognitive load, and reading comprehension. Situational interest is a psychological construct defined as a specific person-to-topic relationship, which is triggered by the instructional environment during the first stage of a 4-phase model of interest development (Hidi & Renninger, 2006; Krapp, 2002). In this study, situational interest was operationally defined as a self-reported degree of attention and an affective reaction to environmental stimuli; situational interest was measured using a 6-item, 5-point Likert-scale instrument adopted from Rotgans and Schmidt's (2011b) experiment. Cognitive load is defined in cognitive load theory as a mental effort in working memory, part of which may contribute to formation of mental schemas in long-term memory structures (Sweller et al., 1998, p. 259). In this study, three types of cognitive load were examined, including extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The three types of cognitive load were operationally defined as self-reported complexity, clarity and effectiveness of the presentation, and increase in knowledge and understanding of a topic. The three types of cognitive load were measured using a 10-item, 11-point Likert-scale questionnaire, which was validated in prior studies (Leppink et al., 2013). The last outcome variable, reading comprehension, was measured using multiple-choice recall and understanding questions included with each original text passage. This study did not find any evidence of perceptual or inquiry arousal effects on situational interest, however, disordinal interaction between perceptual and inquiry arousal levels on germane cognitive load was found. Also, a main effect of inquiry arousal levels on reading comprehension was discovered.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369730951Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks.
LDR:04162ntm a2200337K 4500 001 914911
005 20180727091501.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369730951
035 $a (MiAaPQ)AAI10256680
035 $a (MiAaPQ)usf:13926
035 $a AAI10256680
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Drobisz, Jack. $3 1148486
245 1 4 $a The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks.
264 0 $c 2017
300 $a 1 online resource (107 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Advisers: Glenn Smith; Sanghoon Park.
502 $a Thesis (Ph.D.)--University of South Florida, 2017.
504 $a Includes bibliographical references
520 $a This research examined how four different animated pedagogical agent implementations, which focus on perceptual and inquiry arousal conditions of attention as defined in Keller's ARCS model of motivational design (Keller, 2009), impact English language learners' situational interest, cognitive load, and reading comprehension in online readings tasks. Animated pedagogical agents (APA) are computer characters embodied with speech, gestures, or movement (Sweller, Ayres, & Kalyuga, 2011), which according to cognitive-affective theory of learning with media (CATLM; Moreno, 2005; Moreno & Mayer, 2007), can provide a mechanism for triggering situational interest in reading materials through different arousal conditions. In this study, perceptual arousal and inquiry arousal were implemented in two different levels within four APA conditions: high perceptual arousal and high inquiry arousal condition, high perceptual and low inquiry condition, low perceptual and high inquiry condition, and low perceptual and low inquiry condition. Study outcome variables included situational interest, cognitive load, and reading comprehension. Situational interest is a psychological construct defined as a specific person-to-topic relationship, which is triggered by the instructional environment during the first stage of a 4-phase model of interest development (Hidi & Renninger, 2006; Krapp, 2002). In this study, situational interest was operationally defined as a self-reported degree of attention and an affective reaction to environmental stimuli; situational interest was measured using a 6-item, 5-point Likert-scale instrument adopted from Rotgans and Schmidt's (2011b) experiment. Cognitive load is defined in cognitive load theory as a mental effort in working memory, part of which may contribute to formation of mental schemas in long-term memory structures (Sweller et al., 1998, p. 259). In this study, three types of cognitive load were examined, including extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The three types of cognitive load were operationally defined as self-reported complexity, clarity and effectiveness of the presentation, and increase in knowledge and understanding of a topic. The three types of cognitive load were measured using a 10-item, 11-point Likert-scale questionnaire, which was validated in prior studies (Leppink et al., 2013). The last outcome variable, reading comprehension, was measured using multiple-choice recall and understanding questions included with each original text passage. This study did not find any evidence of perceptual or inquiry arousal effects on situational interest, however, disordinal interaction between perceptual and inquiry arousal levels on germane cognitive load was found. Also, a main effect of inquiry arousal levels on reading comprehension was discovered.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Educational technology. $3 556755
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0710
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Florida. $b Curriculum and Instruction. $3 1148487
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256680 $z click for full text (PQDT)