A Comparative Assessment of Technology Acceptance and Learning Outcomes in Computer-based versus VR-based Pedagogical Agents

TL;DR

This study compares computer-based and VR-based pedagogical agents in educational settings, finding both effective for learning and positively accepted by students, with no significant differences between the two.

Contribution

It provides a comparative analysis of computer-based and VR-based pedagogical agents, highlighting their similar effectiveness and acceptance in education.

Findings

Both approaches effectively facilitate learning.

Participants positively perceived both technologies.

No significant difference in acceptance between the two.

Abstract

As educational technology evolves, the potential of Pedagogical Agents (PAs) in supporting education is extensively explored. Typically, research on PAs has primarily focused on computer-based learning environments, but their use in VR-based environments and integration into education is still in its infancy. To address this gap, this paper presents a mixed method comparative study that has been conducted to evaluate and examine how these computer-based PAs and VR-based PAs compare, towards their learning efficacy and technology acceptance. 92 Computing and Engineering undergraduate students were recruited and participated in an educational experience focusing on computing machinery education. The findings of this study revealed that both approaches can effectively facilitate learning acquisition, and both technologies have been positively perceived by participants toward acceptance, without any significant differences. The findings of this study shed light on the potential of utilizing intelligent PAs to support education, contributing towards the advancement of our understanding of how to integrate such technologies to develop learning interventions, and establishing the foundation for future investigations that aim to successfully integrate and use PAs in education.