Abstract
Original language | English |
---|---|
Pages (from-to) | 295-314 |
Journal | E-Learning and Digital Media |
Volume | 12 |
Issue number | 3-4 |
DOIs | |
Publication status | Published - 2015 |
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Keywords
- chatbots
- pedagogical agents
- pedagogy
- higher education
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Beyond robotic wastelands of time: abandoned pedagogical agents and new pedalled pedagogies. / Savin-Baden, Maggi; Tombs, Gemma; Bhakta, Roy.
In: E-Learning and Digital Media, Vol. 12, No. 3-4, 2015, p. 295-314.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Beyond robotic wastelands of time: abandoned pedagogical agents and new pedalled pedagogies
AU - Savin-Baden, Maggi
AU - Tombs, Gemma
AU - Bhakta, Roy
PY - 2015
Y1 - 2015
N2 - Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Turing’s (1950) work; and since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past 5 years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This paper draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents were intrinsic to a user’s sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of the ways in which notions of learning are being redefined in the academy, and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means.
AB - Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Turing’s (1950) work; and since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past 5 years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This paper draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents were intrinsic to a user’s sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of the ways in which notions of learning are being redefined in the academy, and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means.
KW - chatbots
KW - pedagogical agents
KW - pedagogy
KW - higher education
U2 - 10.1177/2042753015571835
DO - 10.1177/2042753015571835
M3 - Article
VL - 12
SP - 295
EP - 314
JO - E-Learning
JF - E-Learning
SN - 1741-8887
IS - 3-4
ER -