Learner experience in hybrid virtual worlds: interacting with pedagogical agents

Abstract

Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity but mainly focusing on the interactions that take place within the virtual world. However, in non-distance learning contexts, where students not only share the virtual but also the physical space, different types of interplay can be observed. In this paper, we classify these ‘hybrid’ interactions and further correlate them with the impact that the instructional design decisions have on motivation and engagement. In particular, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with Computer Science and Technology students participating in the study, whilst, the chosen instructional design approach included the employment of different Pedagogical Agents who aimed at increasing the incentives for interaction and therefore, engagement. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students.