Littérature scientifique sur le sujet « Pedagogical agent roles »
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Articles de revues sur le sujet "Pedagogical agent roles"
Frechette, Casey, et Roxana Moreno. « The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments ». Journal of Media Psychology 22, no 2 (janvier 2010) : 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.
Texte intégralKim, Yanghee, et Amy L. Baylor. « Research-Based Design of Pedagogical Agent Roles : a Review, Progress, and Recommendations ». International Journal of Artificial Intelligence in Education 26, no 1 (7 juillet 2015) : 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.
Texte intégralGraesser, Arthur C., Carol M. Forsyth et 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, no 3 (mars 2017) : 1–20. http://dx.doi.org/10.1177/016146811711900309.
Texte intégralOfer, 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, no 2 (2 janvier 2023) : 10. http://dx.doi.org/10.11114/jets.v11i2.5868.
Texte intégralIstenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva et Xuesong Zhai. « Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners ». Education Sciences 14, no 4 (9 avril 2024) : 390. http://dx.doi.org/10.3390/educsci14040390.
Texte intégralTorrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha et J. A. Scott Kelso. « Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings ». Sustainability 13, no 5 (2 mars 2021) : 2696. http://dx.doi.org/10.3390/su13052696.
Texte intégralHulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova et Olena O. Zelikovska. « ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ ». Information Technologies and Learning Tools 65, no 3 (1 juillet 2018) : 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.
Texte intégralRogošić, Silvia, Ana Maskalan et Aleta Jurki. « What are the key roles of education ? » JAHR 11, no 2 (2020) : 445–65. http://dx.doi.org/10.21860/j.11.2.7.
Texte intégralAdam, Helen, Lennie Barblett, Gill Kirk et 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, no 2 (juin 2023) : 189–207. http://dx.doi.org/10.1177/14639491231176897.
Texte intégralFera, Ardian. « PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH ». Knowledge International Journal 31, no 2 (5 juin 2019) : 571–74. http://dx.doi.org/10.35120/kij3102571f.
Texte intégralThèses sur le sujet "Pedagogical agent roles"
Krishna, Sooraj. « Modelling communicative behaviours for different roles of pedagogical agents ». Electronic Thesis or Diss., Sorbonne université, 2021. http://www.theses.fr/2021SORUS286.
Texte intégralAgents in a learning environment can have various roles and social behaviours that can influence the goals and motivation of the learners in distinct ways. Self-regulated learning (SRL) is a comprehensive conceptual framework that encapsulates the cognitive, metacognitive, behavioural, motivational and affective aspects of learning and entails the processes of goal setting, monitoring progress, analyzing feedback, adjustment of goals and actions by the learner. In this thesis, we present a multi-agent learning interaction involving various pedagogical agent roles aiming to improve the self-regulation of the learner while engaging in a socially shared learning activity. We used distinct roles of agents, defined by their social attitudes and competence characteristics, to deliver specific regulation scaffolding strategies for the learner. The methodology followed in this Thesis started with the definition of pedagogical agent roles in a socially shared regulation context and the development of a collaborative learning task to facilitate self-regulation. Based on the learning task framework, we proposed a shared learning interaction consisting of a tutor agent providing external regulation support focusing on the performance of the learner and a peer agent demonstrating co-regulation strategies to promote self-regulation in the learner. A series of user studies have been conducted to understand the learner perceptions about the agent roles, related behaviours and the learning task. Altogether, the work presented in this thesis explores how various roles of agents can be utilised in providing regulation scaffolding to the learners in a socially shared learning context
Flemban, Fadwa Yasin. « Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge : The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition ». Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.
Texte intégralKullberg, Helena. « Vad ska jag göra som specialpedagog ? : En materiell-diskursiv analys av specialpedagogers uppdrag och yrkesroll i ett skolområde ». Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20827.
Texte intégralThe special educator´s mission and professional role have for many years been noticed in the research, mainly in relation to the special teacher´s mission and professional role to highlight similarities and differences. This study has an ambition to help illuminate what influences the design of a special educator´s mission and professional role. The study is qualitative and is based on Karen Barad´s theory of agentic realism where both human and non-human bodies (performative agents) influence perceptions about, for example the special educator´s mission and professional role. Matter and language are strongly interconnected in the reality in which the special educator works and therefore the study is based on a material-discursive analysis. The purpose of the study is to illustrate and identify which performative agents influence how the special educator´s assignments and professional role are designed in primary school in a school district. The method part is based on a letter method and semistructured interviews with specialist teachers, special educators, principals and a school district manager in a school district. In order to clarify which performative agents own agents in the processing, an analysis scheme has been created based on assignments and professional role. In the analysis schedule for the assignment, the performative agents have been categorized on the basis of a figure that I created to clarify the assignment. The results section shows how assignments and professional roles are presented by special educators, special teachers, principals and a school district manager, and points to the fact that there are a large number of performative agents, of which the principals competence, the decision of the principal, the needs of the organization and the knowledge and competence of the special educator are of great importance in the design of the special educator´s assignment and profession. Finally, we discuss the importance of the performative agents for the design of the special educator´s mission and professional role and how the special educational support is designed in an organization. But also how the figure used can be a clear model to use to analyze the special educator´s assignment in relation to the student health team´s health promotion, prevention and corrective work in the school organization, i.e. as part of school development.
Livres sur le sujet "Pedagogical agent roles"
Burrows, Jared, et Clyde G. Reed. Free Improvisation as a Path-Dependent Process. Sous la direction de George E. Lewis et Benjamin Piekut. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.018.
Texte intégralBanerjee, Swapna M. Fathers in a Motherland. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9789391050245.001.0001.
Texte intégralChapitres de livres sur le sujet "Pedagogical agent roles"
Baylor, Amy L., et Yanghee Kim. « Pedagogical Agent Design : The Impact of Agent Realism, Gender, Ethnicity, and Instructional Role ». Dans Intelligent Tutoring Systems, 592–603. Berlin, Heidelberg : Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_56.
Texte intégralSaarinen, Taina, et Ari Huhta. « The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions : How Textbook Agency Is Constructed ». Dans New Materialist Explorations into Language Education, 151–72. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_9.
Texte intégralCowley, Benjamin Ultan, Darryl Charles, Gerit Pfuhl et Anna-Mari Rusanen. « Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game : A Thought Experiment on AI Ethics ». Dans AI in Learning : Designing the Future, 297–316. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_18.
Texte intégralLoureiro, Clarice Moukachar Batista. « Variations of the Pedagogical Collaboration Settled Between the International Bureau of Education and Brazil : The Role of International Agents (1925–1952) ». Dans Latin American Voices, 219–37. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38882-8_14.
Texte intégralTomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli et Aline Almeida. « Children, Citizenship, and Commons : Insights from Three Case Studies in Lisbon on the 3 C's ». Dans Educational Commons, 195–211. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.
Texte intégralPan, Weidong, et Igor Hawrysiewycz. « Assisting Learners to Dynamically Adjust Learning Processes Through Software Agents ». Dans Software Applications, 1345–57. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-060-8.ch077.
Texte intégralHeller, R., et M. Procter. « Animated Pedagogical Agents ». Dans Dynamic Advancements in Teaching and Learning Based Technologies, 66–78. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch004.
Texte intégralDe Stefani, Magdalena. « Challenging Traditions ». Dans Professional Development and Workplace Learning, 1140–60. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch063.
Texte intégralTaub, Michelle, Seth A. Martin, Roger Azevedo et Nicholas V. Mudrick. « The Role of Pedagogical Agents on Learning ». Dans Advances in Game-Based Learning, 362–86. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0125-1.ch015.
Texte intégralMarin, Bogdan-Florin, et Axel Hunger. « A Framework for Building Emotional-Motivational Agents as Intelligent Tutoring Entities ». Dans Technology Enhanced Learning, 168–84. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-600-6.ch008.
Texte intégralActes de conférences sur le sujet "Pedagogical agent roles"
Baylor, Amy L., et PALS Research Group. « The impact of three pedagogical agent roles ». Dans the second international joint conference. New York, New York, USA : ACM Press, 2003. http://dx.doi.org/10.1145/860575.860729.
Texte intégralApostol, Silviu, Loredana Manasia, Catalin Stefan et Oana Soica. « VIRTUAL PEDAGOGICAL AGENTS IN THE CONTEXT OF VIRTUAL EDUCATIONAL ENVIRONMENTS : FRAMEWORK AND THEORETICAL MODELS ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-194.
Texte intégralFlorentina, Hahaianu, et Loredana Manasia. « LEARNING ARCHITECTURE TO SUPPORT THE DEVELOPMENT OF SOCIO-EMOTIONAL INTELLIGENCE IN A COLLABORATIVE LEARNING ENVIRONMENT THROUGH THE USE OF CONVERSATIONAL AGENTS ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-172.
Texte intégralBeggari, Nadia. « DESIGNING A MODEL OF ASSISTANCE BASED WEB SERVICES IN INTERACTIVE LEARNING ENVIRONMENT ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-099.
Texte intégralRamaila, Sam. « PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.
Texte intégralTerracina, A., R. Berta, F. Bordini, R. Damilano et M. Mecella. « Teaching STEM through a Role-Playing Serious Game and Intelligent Pedagogical Agents ». Dans 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.121.
Texte intégralDe Paola, Pasquale, et Thomas Bradley Deal. « Re-Thinking Vickery Meadow : A Case Study on Refugee Resettlement ». Dans 2017 ACSA Annual Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.amp.105.11.
Texte intégralWang, Yanqing, Hongning Dong, Jiangnan Guo et Shaoying Gong. « Exploring the role of different types of peer affective pedagogical agents in video learning ». Dans 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678769.
Texte intégralCanna, Romina. « The “How” is Next : Alternative Practices and Practicing Alternatively ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.50.
Texte intégralPătrașcu, Alexandra. « Motivation of high school students - factor in the formation of geography specific skills in the context of scientific thinking ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p91-95.
Texte intégralRapports d'organisations sur le sujet "Pedagogical agent roles"
Buitrago García, Hilda Clarena. The Ins and Outs of Colombian Higher Education System. Ediciones Universidad Cooperativa de Colombia, avril 2023. http://dx.doi.org/10.16925/gclc.37.
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