Examining learners' discrete emotional responses to a pedagogical agents' tutoring strategies
This thesis examined the impact of two different tutorial strategies (Feedback and No-Feedback) deployed by a pedagogical agent (PA) in a multi-agent hypermedia-learning environment, MetaTutor, on college students' embodiment of discrete emotions. Participants were randomly assigned to one of t...
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| Format: | Others |
| Language: | en |
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McGill University
2012
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| Online Access: | http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106340 |