Artykuły w czasopismach na temat „Pedagogical agent roles”
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Frechette, Casey, i Roxana Moreno. "The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments". Journal of Media Psychology 22, nr 2 (styczeń 2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.
Pełny tekst źródłaKim, Yanghee, i 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 (7.07.2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.
Pełny tekst źródłaGraesser, Arthur C., Carol M. Forsyth i 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 (marzec 2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.
Pełny tekst źródłaOfer, 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 (2.01.2023): 10. http://dx.doi.org/10.11114/jets.v11i2.5868.
Pełny tekst źródłaIstenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva i Xuesong Zhai. "Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners". Education Sciences 14, nr 4 (9.04.2024): 390. http://dx.doi.org/10.3390/educsci14040390.
Pełny tekst źródłaTorrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha i J. A. Scott Kelso. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings". Sustainability 13, nr 5 (2.03.2021): 2696. http://dx.doi.org/10.3390/su13052696.
Pełny tekst źródłaHulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova i Olena O. Zelikovska. "ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ". Information Technologies and Learning Tools 65, nr 3 (1.07.2018): 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.
Pełny tekst źródłaRogošić, Silvia, Ana Maskalan i 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.
Pełny tekst źródłaAdam, Helen, Lennie Barblett, Gill Kirk i 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 (czerwiec 2023): 189–207. http://dx.doi.org/10.1177/14639491231176897.
Pełny tekst źródłaFera, Ardian. "PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH". Knowledge International Journal 31, nr 2 (5.06.2019): 571–74. http://dx.doi.org/10.35120/kij3102571f.
Pełny tekst źródłaIbragimova, Saule. "ENSURING THE SOCIALIZATION OF HIGH-CLASS STUDENTS AS A PEDAGOGICAL PROBLEM". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, nr 06 (1.06.2023): 108–11. http://dx.doi.org/10.37547/pedagogics-crjp-04-06-18.
Pełny tekst źródłaApoki, Ufuoma Chima, Aqeel M. Ali Hussein, Humam K. Majeed Al-Chalabi, Costin Badica i 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.
Pełny tekst źródłaPace, Judith L., i 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 (1.10.2021): 397–415. http://dx.doi.org/10.1386/ctl_00073_1.
Pełny tekst źródłaDomagała 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.
Pełny tekst źródłaKnight-Diop, Michelle G., i Heather A. Oesterreich. "Pedagogical Possibilities: Engaging Cultural Rules of Emotion". Teachers College Record: The Voice of Scholarship in Education 111, nr 11 (listopad 2009): 2678–704. http://dx.doi.org/10.1177/016146810911101103.
Pełny tekst źródłaAvidov Ungar, Orit, i 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.
Pełny tekst źródłaKatsarou, Eirene, Fridolin Wild, Areti-Maria Sougari i 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.
Pełny tekst źródłaPiwowarczyk, 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.
Pełny tekst źródłaCervantes-Duarte, Luisa, i Antonio Fernández-Cano. "Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review". Revista Electrónica Educare 20, nr 3 (1.09.2016): 1. http://dx.doi.org/10.15359/ree.20-3.12.
Pełny tekst źródłaAlsop, Steve, i 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.
Pełny tekst źródłaAlridge, Derrick P. "Teachers in the Movement: Pedagogy, Activism, and Freedom". History of Education Quarterly 60, nr 1 (luty 2020): 1–23. http://dx.doi.org/10.1017/heq.2020.6.
Pełny tekst źródłaPérez-Marín, Diana, Raquel Hijón-Neira i 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.
Pełny tekst źródłaVieira, Liliana, i Clara Coutinho. "Urban Games". International Journal of Mobile and Blended Learning 8, nr 2 (kwiecień 2016): 55–71. http://dx.doi.org/10.4018/ijmbl.2016040105.
Pełny tekst źródłaZaichenko, Natalia, Liudmila Zaichenko, Irina Kondrateva i 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.
Pełny tekst źródłaDuckworth, Vicky, i Bronwen Maxwell. "Extending the mentor role in initial teacher education: embracing social justice". International Journal of Mentoring and Coaching in Education 4, nr 1 (2.03.2015): 4–20. http://dx.doi.org/10.1108/ijmce-08-2014-0032.
Pełny tekst źródłaGuerrero-Hernández, Gonzalo R., i 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.
Pełny tekst źródłaCasteião, André Luiz, i 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 (1.12.2022): 231–45. http://dx.doi.org/10.1386/dbs_00041_1.
Pełny tekst źródłaAparicio-Molina, Carolina, i 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.
Pełny tekst źródłaPark, Yeonjeong, i 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 (1.03.2024): 164–96. http://dx.doi.org/10.19173/irrodl.v25i1.7566.
Pełny tekst źródłaRendahl, Jenny, Signild Risenfors, Peter Korp, Marianne Pipping Ekström i Christina Berg. "Forskarinitierat rollspel med efterföljande fokusgruppintervju". Educare - vetenskapliga skrifter, nr 2 (1.01.2017): 31–55. http://dx.doi.org/10.24834/educare.2017.2.2.
Pełny tekst źródłaRusu, Alina Simona, Adriana Dalila Criste i 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.
Pełny tekst źródłaPeirats Chacón, José, José Luis Muñoz Moreno i 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.
Pełny tekst źródłaCsörsz, Ilona. "Social psychological determinants of the formation of medical students’ professional identity. Possibilities of development". Orvosi Hetilap 152, nr 12 (marzec 2011): 475–80. http://dx.doi.org/10.1556/oh.2011.29078.
Pełny tekst źródłaMcclain, Margy. "Parental Agency in Educational Decision Making: A Mexican American Example". Teachers College Record: The Voice of Scholarship in Education 112, nr 12 (grudzień 2010): 3074–101. http://dx.doi.org/10.1177/016146811011201203.
Pełny tekst źródłaSoodan, Vishal, Avinash Rana, Anurag Jain i 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.
Pełny tekst źródłaPreddie, 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.
Pełny tekst źródłaShaik-Abdullah, Sarimah, Yoon Sook Jhee i Mohd Syafiq Aiman Mat Noor. "Editorial". Malaysian Journal of Action Research 1, nr 1 (2.09.2023): 1–3. http://dx.doi.org/10.61388/mjar.v1i1.1.
Pełny tekst źródłaArmando, Marjorie, Magalie Ochs i 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.
Pełny tekst źródłaNye, Benjamin Daniel, Aaron Shiel, Ibrahim Burak Olmez, Anirudh Mittal, Jason Latta, Daniel Auerbach i 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.
Pełny tekst źródłaMunasinghe, Bhagya, Tim Bell i 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.
Pełny tekst źródłaVaag, Jonas R., Gunhild B. Sætren, Thomas H. Halvorsen i 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.
Pełny tekst źródłaMahmood, A. Kamil, i Elaine Ferneley. "The use of animated agents in e-learning environments: an exploratory, interpretive case study". Research in Learning Technology 12, nr 3 (1.06.2006). http://dx.doi.org/10.3402/rlt.v14i2.10953.
Pełny tekst źródłaAli, Takbir. "Understanding the Evolving Roles of Improvement-Oriented High School Teachers in Gilgit-Baltistan". Qualitative Report, 8.12.2014. http://dx.doi.org/10.46743/2160-3715/2011.1320.
Pełny tekst źródłaKaraseva, Agnese, Andra Siibak i 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 (1.05.2015). http://dx.doi.org/10.5817/cp2015-1-6.
Pełny tekst źródłaWall, 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.
Pełny tekst źródłaAltena, Sharon, Rebecca Ng, Meredith Hinze, Simone Poulsen i Dominique Parrish. "“Many hats one heart”: A scoping review on the professional identity of learning designers". ASCILITE Publications, 8.09.2022, 359–64. http://dx.doi.org/10.14742/apubs.2019.284.
Pełny tekst źródłaCarvalho, Marisa, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques i in. "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.
Pełny tekst źródłaSakhiyya, Zulfa, Helena I. R. Agustien i 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.
Pełny tekst źródłaKönig, Ariane, Jerome Ravetz, Bo Raber, Jacek Stankiewicz, Ricardo Rojas-Aedo, Kristina Hondrila i 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.
Pełny tekst źródłaHarima, Aki, Agnieszka Kroczak i 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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