A Pedagogical Agent in High School Physics: Does It Enhance the Understanding of Graphs?

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Published: Apr 7, 2025
DOI: https://doi.org/10.12681/codiste.7817
Keywords:
pedagogical agent graphs physics high school
Silvestra Sakellariou
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
Evripidis Hatzikraniotis
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
Abstract

This study investigates the effect of a Pedagogical Agent (PA) on high school students' ability to interpret graphs in Physics. A quasi-experimental method was employed, including pre- and post-test design. Seventy students participated in the study, divided into three groups: an experimental group, a control group, and a reference group. The control and experimental groups had access to the same online material, with the only difference being the integration of the PA into the experimental group's virtual classroom. The reference group did not use the virtual classroom at all and followed a traditional teaching approach. The learning outcomes of the three groups were subsequently compared to evaluate the effectiveness of the intervention.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
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