Zeitschriftenartikel zum Thema „Pedagogical agent roles“
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Frechette, Casey, und Roxana Moreno. „The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments“. Journal of Media Psychology 22, Nr. 2 (Januar 2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.
Der volle Inhalt der QuelleKim, Yanghee, und Amy L. Baylor. „Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations“. International Journal of Artificial Intelligence in Education 26, Nr. 1 (07.07.2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.
Der volle Inhalt der QuelleGraesser, Arthur C., Carol M. Forsyth und Blair A. Lehman. „Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues“. Teachers College Record: The Voice of Scholarship in Education 119, Nr. 3 (März 2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.
Der volle Inhalt der QuelleOfer, Shlomit. „Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises“. Journal of Education and Training Studies 11, Nr. 2 (02.01.2023): 10. http://dx.doi.org/10.11114/jets.v11i2.5868.
Der volle Inhalt der QuelleIstenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva und Xuesong Zhai. „Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners“. Education Sciences 14, Nr. 4 (09.04.2024): 390. http://dx.doi.org/10.3390/educsci14040390.
Der volle Inhalt der QuelleTorrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha und J. A. Scott Kelso. „Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings“. Sustainability 13, Nr. 5 (02.03.2021): 2696. http://dx.doi.org/10.3390/su13052696.
Der volle Inhalt der QuelleHulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova und Olena O. Zelikovska. „ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ“. Information Technologies and Learning Tools 65, Nr. 3 (01.07.2018): 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.
Der volle Inhalt der QuelleRogošić, Silvia, Ana Maskalan und Aleta Jurki. „What are the key roles of education?“ JAHR 11, Nr. 2 (2020): 445–65. http://dx.doi.org/10.21860/j.11.2.7.
Der volle Inhalt der QuelleAdam, Helen, Lennie Barblett, Gill Kirk und Gloria S. Boutte. „(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing“. Contemporary Issues in Early Childhood 24, Nr. 2 (Juni 2023): 189–207. http://dx.doi.org/10.1177/14639491231176897.
Der volle Inhalt der QuelleFera, Ardian. „PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH“. Knowledge International Journal 31, Nr. 2 (05.06.2019): 571–74. http://dx.doi.org/10.35120/kij3102571f.
Der volle Inhalt der QuelleIbragimova, Saule. „ENSURING THE SOCIALIZATION OF HIGH-CLASS STUDENTS AS A PEDAGOGICAL PROBLEM“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, Nr. 06 (01.06.2023): 108–11. http://dx.doi.org/10.37547/pedagogics-crjp-04-06-18.
Der volle Inhalt der QuelleApoki, Ufuoma Chima, Aqeel M. Ali Hussein, Humam K. Majeed Al-Chalabi, Costin Badica und Mihai L. Mocanu. „The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review“. Sustainability 14, Nr. 11 (25.05.2022): 6442. http://dx.doi.org/10.3390/su14116442.
Der volle Inhalt der QuellePace, Judith L., und Larisa Kasumagić-Kafedžić. „Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice“. Citizenship Teaching & Learning 16, Nr. 3 (01.10.2021): 397–415. http://dx.doi.org/10.1386/ctl_00073_1.
Der volle Inhalt der QuelleDomagała Zyśk, Ewa. „Non-Pedagogical School Personnel as Agents in the Functional Assessment of Students with Disabilities and Special Educational Needs“. International Journal of Special Education (IJSE) 39, Nr. 1 (30.04.2024): 53–59. http://dx.doi.org/10.52291/ijse.2024.39.6.
Der volle Inhalt der QuelleKnight-Diop, Michelle G., und Heather A. Oesterreich. „Pedagogical Possibilities: Engaging Cultural Rules of Emotion“. Teachers College Record: The Voice of Scholarship in Education 111, Nr. 11 (November 2009): 2678–704. http://dx.doi.org/10.1177/016146810911101103.
Der volle Inhalt der QuelleAvidov Ungar, Orit, und Tamar Shamir-Inbal. „ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change“. Journal of Information Technology Education: Research 16 (2017): 169–88. http://dx.doi.org/10.28945/3699.
Der volle Inhalt der QuelleKatsarou, Eirene, Fridolin Wild, Areti-Maria Sougari und Paraskevi Chatzipanagiotou. „A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education“. International Journal of Emerging Technologies in Learning (iJET) 18, Nr. 10 (23.05.2023): 65–85. http://dx.doi.org/10.3991/ijet.v18i10.37723.
Der volle Inhalt der QuellePiwowarczyk, Mirosław. „Family and family education model in parish press of Great Poland in 2nd Polish Republic: „Tygodnik Parafji Zbąszynskiej” example“. Family Upbringing 2, Nr. 2 (30.06.2011): 81–104. http://dx.doi.org/10.61905/wwr/171230.
Der volle Inhalt der QuelleCervantes-Duarte, Luisa, und Antonio Fernández-Cano. „Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review“. Revista Electrónica Educare 20, Nr. 3 (01.09.2016): 1. http://dx.doi.org/10.15359/ree.20-3.12.
Der volle Inhalt der QuelleAlsop, Steve, und Darren Hoeg. „Collegial Conversations at a Time of COVID-19“. Journal for Activist Science and Technology Education 11, Nr. 2 (27.06.2020): 60–74. http://dx.doi.org/10.33137/jaste.v11i2.34536.
Der volle Inhalt der QuelleAlridge, Derrick P. „Teachers in the Movement: Pedagogy, Activism, and Freedom“. History of Education Quarterly 60, Nr. 1 (Februar 2020): 1–23. http://dx.doi.org/10.1017/heq.2020.6.
Der volle Inhalt der QuellePérez-Marín, Diana, Raquel Hijón-Neira und Celeste Pizarro. „A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education“. Computers 13, Nr. 3 (29.02.2024): 65. http://dx.doi.org/10.3390/computers13030065.
Der volle Inhalt der QuelleVieira, Liliana, und Clara Coutinho. „Urban Games“. International Journal of Mobile and Blended Learning 8, Nr. 2 (April 2016): 55–71. http://dx.doi.org/10.4018/ijmbl.2016040105.
Der volle Inhalt der QuelleZaichenko, Natalia, Liudmila Zaichenko, Irina Kondrateva und Dmitry Rubashkin. „Transformation of relationships between primary school stakeholders in the context of digitization“. Education & Self Development 15, Nr. 3 (30.09.2020): 130–44. http://dx.doi.org/10.26907/esd15.3.12.
Der volle Inhalt der QuelleDuckworth, Vicky, und Bronwen Maxwell. „Extending the mentor role in initial teacher education: embracing social justice“. International Journal of Mentoring and Coaching in Education 4, Nr. 1 (02.03.2015): 4–20. http://dx.doi.org/10.1108/ijmce-08-2014-0032.
Der volle Inhalt der QuelleGuerrero-Hernández, Gonzalo R., und Rocío A. Fernández-Ugalde. „Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile“. London Review of Education 18, Nr. 3 (13.11.2020): 423–38. http://dx.doi.org/10.14324/lre.18.3.07.
Der volle Inhalt der QuelleCasteião, André Luiz, und Susana Barreto. „The ASPEN method: Establishing the relationship between unmediated creative methods and heuristics adapted to the context of teaching design via an algorithm“. Journal of Design, Business & Society 8, Nr. 2 (01.12.2022): 231–45. http://dx.doi.org/10.1386/dbs_00041_1.
Der volle Inhalt der QuelleAparicio-Molina, Carolina, und Felipe Sepúlveda-López. „Teacher Professional Development: Perspectives from a Research Experience with Teachers“. Revista Electrónica Educare 27, Nr. 2 (25.04.2023): 1–16. http://dx.doi.org/10.15359/ree.27-2.15870.
Der volle Inhalt der QuellePark, Yeonjeong, und Min Young Doo. „Role of AI in Blended Learning: A Systematic Literature Review“. International Review of Research in Open and Distributed Learning 25, Nr. 1 (01.03.2024): 164–96. http://dx.doi.org/10.19173/irrodl.v25i1.7566.
Der volle Inhalt der QuelleRendahl, Jenny, Signild Risenfors, Peter Korp, Marianne Pipping Ekström und Christina Berg. „Forskarinitierat rollspel med efterföljande fokusgruppintervju“. Educare - vetenskapliga skrifter, Nr. 2 (01.01.2017): 31–55. http://dx.doi.org/10.24834/educare.2017.2.2.
Der volle Inhalt der QuelleRusu, Alina Simona, Adriana Dalila Criste und Daniel Severus Dezmirean. „Voices of NGOs Supporting the First Master’s Degree Program in Ethology and Human-Animal Interactions in Romania: An Exploratory Qualitative Analysis“. Animals 11, Nr. 4 (11.04.2021): 1091. http://dx.doi.org/10.3390/ani11041091.
Der volle Inhalt der QuellePeirats Chacón, José, José Luis Muñoz Moreno und Ángel San Martín Alonso. „Los imponderables de la tecnología educativa en la formación del profesorado / The intangibles of educational technology in the teacher training“. Revista Latinoamericana de Tecnología Educativa - RELATEC 14, Nr. 3 (25.10.2015): 11–22. http://dx.doi.org/10.17398/1695-288x.14.3.11.
Der volle Inhalt der QuelleCsörsz, Ilona. „Social psychological determinants of the formation of medical students’ professional identity. Possibilities of development“. Orvosi Hetilap 152, Nr. 12 (März 2011): 475–80. http://dx.doi.org/10.1556/oh.2011.29078.
Der volle Inhalt der QuelleMcclain, Margy. „Parental Agency in Educational Decision Making: A Mexican American Example“. Teachers College Record: The Voice of Scholarship in Education 112, Nr. 12 (Dezember 2010): 3074–101. http://dx.doi.org/10.1177/016146811011201203.
Der volle Inhalt der QuelleSoodan, Vishal, Avinash Rana, Anurag Jain und Deeksha Sharma. „AI Chatbot Adoption in Academia: Task Fit, Usefulness and Collegial Ties“. Journal of Information Technology Education: Innovations in Practice 23 (2024): 001. http://dx.doi.org/10.28945/5260.
Der volle Inhalt der QuellePreddie, Martha Ingrid. „Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs“. Evidence Based Library and Information Practice 4, Nr. 4 (14.12.2009): 58. http://dx.doi.org/10.18438/b8sp7f.
Der volle Inhalt der QuelleShaik-Abdullah, Sarimah, Yoon Sook Jhee und Mohd Syafiq Aiman Mat Noor. „Editorial“. Malaysian Journal of Action Research 1, Nr. 1 (02.09.2023): 1–3. http://dx.doi.org/10.61388/mjar.v1i1.1.
Der volle Inhalt der QuelleArmando, Marjorie, Magalie Ochs und Isabelle Régner. „The Impact of Pedagogical Agents' Gender on Academic Learning: A Systematic Review“. Frontiers in Artificial Intelligence 5 (20.06.2022). http://dx.doi.org/10.3389/frai.2022.862997.
Der volle Inhalt der QuelleNye, Benjamin Daniel, Aaron Shiel, Ibrahim Burak Olmez, Anirudh Mittal, Jason Latta, Daniel Auerbach und Yasemin Copur-Gencturk. „Virtual Agents for Real Teachers: Applying AI to Support Professional Development of Proportional Reasoning“. International FLAIRS Conference Proceedings 34, Nr. 1 (18.04.2021). http://dx.doi.org/10.32473/flairs.v34i1.128574.
Der volle Inhalt der QuelleMunasinghe, Bhagya, Tim Bell und Anthony Robins. „Computational Thinking and Notional Machines: The Missing Link“. ACM Transactions on Computing Education, 18.10.2023. http://dx.doi.org/10.1145/3627829.
Der volle Inhalt der QuelleVaag, Jonas R., Gunhild B. Sætren, Thomas H. Halvorsen und Stine D. Sørgård. „A Psychological Investigation of Selection Criteria for Learning Agents (Super Users) and Allocation of Responsibilities in the Implementation of Technological Change“. Frontiers in Psychology 13 (15.06.2022). http://dx.doi.org/10.3389/fpsyg.2022.928217.
Der volle Inhalt der QuelleMahmood, A. Kamil, und Elaine Ferneley. „The use of animated agents in e-learning environments: an exploratory, interpretive case study“. Research in Learning Technology 12, Nr. 3 (01.06.2006). http://dx.doi.org/10.3402/rlt.v14i2.10953.
Der volle Inhalt der QuelleAli, Takbir. „Understanding the Evolving Roles of Improvement-Oriented High School Teachers in Gilgit-Baltistan“. Qualitative Report, 08.12.2014. http://dx.doi.org/10.46743/2160-3715/2011.1320.
Der volle Inhalt der QuelleKaraseva, Agnese, Andra Siibak und Pille Pruulmann-Vengerfeldt. „Relationships between teachers` pedagogical beliefs, subject cultures, and mediation practices of students' use of digital technology“. Cyberpsychology: Journal of Psychosocial Research on Cyberspace 9, Nr. 1 (01.05.2015). http://dx.doi.org/10.5817/cp2015-1-6.
Der volle Inhalt der QuelleWall, Glenda. „Being a good digital parent: representations of parents, youth and the parent–youth relationship in expert advice“. Families, Relationships and Societies, 2021. http://dx.doi.org/10.1332/204674321x16146846761768.
Der volle Inhalt der QuelleAltena, Sharon, Rebecca Ng, Meredith Hinze, Simone Poulsen und Dominique Parrish. „“Many hats one heart”: A scoping review on the professional identity of learning designers“. ASCILITE Publications, 08.09.2022, 359–64. http://dx.doi.org/10.14742/apubs.2019.284.
Der volle Inhalt der QuelleCarvalho, Marisa, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques et al. „School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements“. School Psychology International, 14.03.2024. http://dx.doi.org/10.1177/01430343241236487.
Der volle Inhalt der QuelleSakhiyya, Zulfa, Helena I. R. Agustien und Hendi Pratama. „The reconceptualisation of knowledge base in the pre-service teacher education curriculum: Towards ELF pedagogy“. Indonesian Journal of Applied Linguistics 8, Nr. 1 (31.05.2018). http://dx.doi.org/10.17509/ijal.v8i1.11464.
Der volle Inhalt der QuelleKönig, Ariane, Jerome Ravetz, Bo Raber, Jacek Stankiewicz, Ricardo Rojas-Aedo, Kristina Hondrila und Karl Pickar. „Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg“. Frontiers in Sustainability 2 (20.09.2021). http://dx.doi.org/10.3389/frsus.2021.673033.
Der volle Inhalt der QuelleHarima, Aki, Agnieszka Kroczak und Martina Repnik. „Role ambiguity in entrepreneurship education: expectation gaps between educators and students in venture creation courses“. Education + Training ahead-of-print, ahead-of-print (12.08.2021). http://dx.doi.org/10.1108/et-07-2020-0204.
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