The Impact of Humorous Pedagogical Agents on Student Engagement and Academic Performance in Science Education

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-02 DOI:10.1111/jcal.70107

Fateme Ashrafzade, Yousef Mahdavinasab, Nasrin Mohammadhasani, Mahsa Moradi

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引用次数: 0

Abstract

Background

The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non-humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of humour in enhancing educational outcomes is not well studied.

Objectives

This study evaluates the effectiveness of humorous PAs compared to non-humorous PAs in improving academic performance and student engagement among fifth-grade students in science education.

Methods

A quasi-experimental design with pre-test and post-test measures was used. A sample of 78 fifth-grade students from District 4 of Tehran during the 2022–2023 academic year participated in the study. Three classes, balanced by the school based on academic performance, were randomly selected, and each was assigned to one of three groups: humorous PA (n = 28), non-humorous PA (n = 25) and no PA (n = 25). Data were collected using a researcher-developed learning test and the Reeve Student Engagement Questionnaire (2013), and analysed using ANCOVA.

Results

The humorous PA group showed higher levels of student academic performance and engagement outcomes compared to the non-humorous PA and no PA groups. The ‘humorous PA’ group achieved the highest scores in both engagement and academic performance.

Conclusions

These findings suggest that incorporating humour into PAs can significantly enhance educational experiences and effectiveness. The study highlights the importance of considering the personality and style of PAs to optimise student engagement and academic performance.

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幽默教学主体对科学教育中学生投入和学习成绩的影响

教学代理（PAs）在教育环境中的整合已经变得普遍，然而幽默和非幽默的pa对学生学业成绩和参与的影响仍未得到充分探讨。尽管研究强调了pa的好处，但幽默在提高教育成果方面的具体作用还没有得到很好的研究。目的：本研究旨在评估幽默语习与非幽默语习在提高五年级学生科学教育学习成绩和学生参与度方面的效果。方法采用准实验设计，采用前测和后测相结合的方法。在2022-2023学年期间，来自德黑兰第四区的78名五年级学生参加了这项研究。根据学校的学习成绩，随机选择了三个班级，每个班级被分配到三组中的一个：幽默的PA (n = 28)，非幽默的PA （n = 25）和没有PA （n = 25）。使用研究人员开发的学习测试和Reeve学生参与问卷（2013）收集数据，并使用ANCOVA进行分析。结果幽默PA组学生的学习成绩和敬业度高于非幽默PA组和无PA组。“幽默PA”组在参与和学习成绩上都取得了最高分。结论幽默教学可以显著提高教师的教学体验和教学效果。该研究强调了考虑私人助理的个性和风格以优化学生参与度和学习成绩的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope