Who is more efficient: Teacher or pedagogical agents?

Abstract

The purpose of the study is to investigate the impact of pedagogical agent’s and teacher’s role on students’ understanding and motivation in the learning of Electrochemistry. Interactive Multimedia Module with Pedagogical Agents, EC Lab (IMMPA EC Lab) was used in this study. IMMPA EC Lab consists of five subunits in Electrochemistry topic. The research was a non-equivalent control group quasi experimental design involving two treatment groups and one control group. The first treatment group studied Electrochemistry with expert agent (Professor T) while the second treatment group studied Electrochemistry with learning companion agent (Lisa). On the other hand, the control group learned Electrochemistry with their Chemistry teacher using the material in the IMMPA EC Lab. The study was conducted at a secondary science school in the Pasir Puteh district involving 74 form four students. The instruments used in this research were the Electrochemistry achievement tests in the form of pre-test and post-test, IMMPA EC Lab and motivation questionnaire. ANCOVA results found that there was no significant difference among the three groups in post-test. On the other hand, One-way ANOVA test proved that there were significant differences for the post-motivation scores between the control group and the treatment groups. Post motivation mean scores for expert agent treatment group and learning companion treatment group surpassed the control group. The study focus on the impact of pedagogical agents with different roles on students’ learning and motivation should be promoted. Various versions of pedagogical agents that fulfil the good characteristics should be designed to enhance students’ learning and motivation.