The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue

Abstract

Virtual learning companions, or pedagogical agents situated as “near peers”, have shown great promise for supporting learning, but little is known about their potential to scaffold other practices, such as collaboration. We report on the development and evaluation of a first-of-their-kind pair of virtual learning companions, designed to model good collaborative practices for dyads of elementary school learners, that are integrated within a block-based coding environment. Results from a study with fifteen dyads of children indicate that the learning companions fostered more higher-order questions and promoted significantly higher computer science attitude scores than a control condition. Qualitative analyses revealed that most children perceived the virtual learning companions as helpful, felt that the companions changed their interaction with their partners, and wanted to have the companions in their future work. These results highlight the potential for virtual learning companions to scaffold collaboration between young learners and provide direction for future investigation on the role that near-peer agents play in collaborative and task support.