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[{"key": "dc.contributor.advisor", "value": "K\u00e4rkk\u00e4inen, Tommi", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Sikstr\u00f6m, Pieta-Anniina", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Huhta, Saara Maria", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Turpeinen, Maija Sofia", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2024-06-17T07:59:24Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2024-06-17T07:59:24Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2024", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/95945", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The use of technology in education has advanced significantly over the past 25 years, including pedagogical agents. Pedagogical agents are on-screen characters designed to facilitate learning. However, it is recognized that research of learning theories in the context of pedagogical agents is still inadequate and rarely discussed. The main aim of this study was to gain an understanding of the state of current research on learning theories with pedagogical agents and to identify and synthesize the utilization and trends. Another aim was to identify the types and technologies of pedagogical agents in recent research.\nThe study was carried out as a two-phase systematic review, using four databases: Scopus, ScienceDirect, Taylor & Francis, and ERIC. The first phase, an umbrella review of previous reviews and meta-analyses from 2013-2023, included a total of eight studies presenting 17 different learning theories or related principles and hypotheses. The second phase, the systematic literature review of recent empirical studies from 2021-2023, identified a total of nine studies, presenting nine different learning theories or related principles and hypotheses. All included studies incorporated the educational context and the use of technology in relation to pedagogical agents and the implementation of one or more learning theories. The systematic approach was carried out using Fink's seven-step model and the PRISMA guidelines for documentation.\nThe learning theories found were analyzed using the framework of Illeris\u2019 three dimensions of learning: content (cognitive perspective), interaction (social perspective), and incentive (emotional perspective). All three dimensions were present in the study\u2019s results. Often the learning theory combined two or all the dimensions. The Cognitive load theory and the Cognitive theory of multimedia learning were identified as central pillars within pedagogical agent research, giving rise to numerous smaller theories, hypotheses, and principles. The utilization of learning theories in the studies varied and the results of the support found were often mixed. The identification of types and technologies of pedagogical agents in the studies revealed that they were predominantly utilized as character agents, lacking chatbots or software components. The embodiment of the agents varied, with some being more human-like than others. Although some agents were able to prompt and provide feedback based on user input, interactions were predefined and lacked generative artificial intelligence (AI) such as the use of large language models. Recommendations for future research to address the gaps identified in this systematic review are discussed. Learning theories and related research should be considered in the design and use of pedagogical agents.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Koulutusteknologian hy\u00f6dynt\u00e4minen opetuksessa ja oppimisessa on kehittynyt merkitt\u00e4v\u00e4sti viimeisen 25 vuoden aikana. T\u00e4m\u00e4 koskettaa my\u00f6s pedagogisten agenttien hy\u00f6dynt\u00e4mist\u00e4. Pedagogiset agentit ovat ruudulla esiintyvi\u00e4 hahmoja, jotka on suunniteltu tukemaan oppimista. T\u00e4h\u00e4nastinen tutkimus pedagogisista agenteista on osoittanut, ett\u00e4 oppimisen teorioiden k\u00e4ytt\u00f6 ja hy\u00f6dynt\u00e4minen on ollut v\u00e4h\u00e4ist\u00e4. T\u00e4m\u00e4n tutkimuksen p\u00e4\u00e4tavoitteena oli selvitt\u00e4\u00e4 pedagogisten agenttien ja oppimisen teorioiden yhdist\u00e4v\u00e4n tutkimuksen nykytila sek\u00e4 tunnistaa ja koostaa olemassa olevasta tutkimuksesta havainnot ja suuntaukset. Toinen tavoite oli tunnistaa millaisia pedagogisia agentteja sek\u00e4 niiss\u00e4 hy\u00f6dynnett\u00e4vi\u00e4 teknologioita esiintyy viimeisimmiss\u00e4 tutkimuksissa.\nTutkimus toteutettiin kaksivaiheisena systemaattisena kirjallisuuskatsauksena. Aineiston haku toteutettiin nelj\u00e4\u00e4n tietokantaan: Scopus, ScienceDirect, Taylor & Francis ja ERIC. Tutkimuksen ensimm\u00e4inen vaihe oli sateenvarjotutkimus, jossa toteutettiin kattava tiedonhaku aiempiin kirjallisuuskatsauksiin sek\u00e4 meta-analyyseihin vuosilta 2013-2023. Sateenvarjotutkimukseen valikoitui kahdeksan tutkimusta, joissa esiteltiin 17 erilaista oppimisen teoriaa tai oppimisen teoriaan liittyv\u00e4\u00e4 osaa ja hypoteesia. Tutkimuksen toinen vaihe oli systemaattinen kirjallisuuskatsaus viimeaikaisiin empiirisiin tutkimuksiin vuosilta 2021-2023. Toiseen vaiheeseen valikoitui yhteens\u00e4 yhdeks\u00e4n tutkimusta, joissa esiteltiin yhdeks\u00e4n erilaista oppimisen teoriaa tai oppimisen teoriaan liittyv\u00e4\u00e4 osaa ja hypo-teesia. Kaikki mukaan valikoituneet tutkimukset olivat tehty koulutuskontekstissa, sis\u00e4lsiv\u00e4t pedagogisten agenttien eli koulutusteknologian sek\u00e4 yhden tai useamman oppimisen teorian tutkimusta. Systemaattisessa tutkimusmenetelm\u00e4n toteuttamisessa hy\u00f6dynnettiin Finkin seitsem\u00e4n portaista mallia sek\u00e4 PRISMA-ohjeistusta.\nL\u00f6ydetyt oppimisen teoriat analysoitiin hy\u00f6dynt\u00e4en Illeriksen kolmea oppimisen ulottuvuutta. Ulottuvuudet ovat sis\u00e4lt\u00f6 (kognitiivinen n\u00e4k\u00f6kulma), vuorovaikutus (sosiaalinen n\u00e4k\u00f6kulma) sek\u00e4 kannustin (emotionaalinen n\u00e4k\u00f6kulma). Kaikki kolme ulottuvuutta olivat edustettuina tutkimuksen tuloksissa. Usein oppimisen teoria yhdisti useamman kuin yhden ulottuvuuden. Kognitiivisen kuormituksen teoria sek\u00e4 kognitiivinen teoria multimediaoppimisesta tunnistettiin pedagogisen agenttitutkimuksen keskeisiksi oppimisen teorioiksi, sill\u00e4 niiden pohjalta oli rakennettu lukuisia pienempi\u00e4 oppimisen teorioita, hypoteeseja sek\u00e4 oppimisen periaatteita. Kirjallisuuskatsaukseen valikoituneissa tutkimuksissa tapa, miten oppimisen teorioita hy\u00f6dynnettiin vaihteli, ja oppimisen teorioiden tutkitut tulokset olivat usein ristiriitaisia. Pedagogisia agentteja analysoitaessa havaittiin, ett\u00e4 tutkimukseen mukaan tulleet pedagogiset agentit esiintyiv\u00e4t vain hahmoina, eik\u00e4 yht\u00e4\u00e4n chatbottia tai ohjelmiston osana esiintyv\u00e4\u00e4 agenttia ilmennyt. Agentit esiintyiv\u00e4t erilaisina hahmoina, joista toiset olivat ihmism\u00e4isempi\u00e4 kuin toiset. Osa agenteista pystyi antamaan k\u00e4ytt\u00e4j\u00e4lle kehoituksia ja palautetta k\u00e4ytt\u00e4j\u00e4n toimintaan perustuen, mutta kaikki toiminnot olivat ennalta m\u00e4\u00e4riteltyj\u00e4. Tutkimuksessa mukana olleet pedagogiset agentit eiv\u00e4t hy\u00f6dynt\u00e4neet generatiivista teko\u00e4ly\u00e4, kuten laajoja kielimalleja. Tutkimuksessa l\u00f6ydettiin hy\u00f6dynnett\u00e4vi\u00e4 k\u00e4yt\u00e4nteit\u00e4 sek\u00e4 esitet\u00e4\u00e4n jatkotutkimuksen aiheita. Pedagogisten agenttien suunnittelussa, hy\u00f6dynt\u00e4misess\u00e4 ja tutkimuksessa suositetaan k\u00e4ytett\u00e4v\u00e4n oppimisen teorioita.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2024-06-17T07:59:24Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2024-06-17T07:59:24Z (GMT). No. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "99", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.title", "value": "Learning theories in pedagogical agent research: A two-phased systematic review", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202406174711", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Information Technology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Informaatioteknologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Educational Technology", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Koulutusteknologia", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.copyright", "value": "\u00a9 The Author(s)", "language": null, "element": "rights", "qualifier": "copyright", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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