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Chatbot Pedagogical Agent Social Presence Effectiveness with Emojis : = An Experiment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Chatbot Pedagogical Agent Social Presence Effectiveness with Emojis :/
其他題名:	An Experiment.
作者:	Peer, William Larson, Jr.
面頁冊數:	1 online resource (244 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: B.
Contained By:	Dissertations Abstracts International84-07B.
標題:	Experimental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245281click for full text (PQDT)
ISBN:	9798368413495

Chatbot Pedagogical Agent Social Presence Effectiveness with Emojis : = An Experiment.
Peer, William Larson, Jr.

Chatbot Pedagogical Agent Social Presence Effectiveness with Emojis :An Experiment. - 1 online resource (244 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: B.

Thesis (Ph.D.)--Grand Canyon University, 2023.

Includes bibliographical references

The purpose of this quantitative post measure only experimental study was to determine if, or to what extent, the use of emojis by a chatbot pedagogical agent in a threaded conversation is effective in eliciting social presence, human-like, and engaging perceptions by adult learners living in North America. Social presence theory provided the theoretical foundation to address the researcher questions: Is there a statistically significant positive effect of emoji social cue use on social presence in a threaded conversation by adult learners?; Is there a statistically significant positive effect of emoji social cue use on human-like in a threaded conversation by adult learners?; and Is there a statistically significant positive effect of emoji social cue use on engaging in a threaded conversation by adult learners? The sample was composed of 147 English speaking adults living in the United States of America who do not possess a college degree. The human-like two-independent samples t-test scores were statistically significantly higher for the emoji exposure group (M-treatment = 4.038, SD = .570) than for the control group (M-control = 3.873, SD =.593), t(143) = 1.708 and p = .045 with a Cohen's d of .284. The social presence scores and engaging scores did not achieve statistical significance. These findings have implications for future chatbot pedagogical agent research based on the study's strengths and weaknesses, while also laying the groundwork for future research into improving social presence development by pedagogical agents for adult learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368413495Subjects--Topical Terms:

2144733
Experimental psychology.
Subjects--Index Terms:

ChatbotIndex Terms--Genre/Form:

542853
Electronic books.

Chatbot Pedagogical Agent Social Presence Effectiveness with Emojis : = An Experiment.
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504 $a Includes bibliographical references
520 $a The purpose of this quantitative post measure only experimental study was to determine if, or to what extent, the use of emojis by a chatbot pedagogical agent in a threaded conversation is effective in eliciting social presence, human-like, and engaging perceptions by adult learners living in North America. Social presence theory provided the theoretical foundation to address the researcher questions: Is there a statistically significant positive effect of emoji social cue use on social presence in a threaded conversation by adult learners?; Is there a statistically significant positive effect of emoji social cue use on human-like in a threaded conversation by adult learners?; and Is there a statistically significant positive effect of emoji social cue use on engaging in a threaded conversation by adult learners? The sample was composed of 147 English speaking adults living in the United States of America who do not possess a college degree. The human-like two-independent samples t-test scores were statistically significantly higher for the emoji exposure group (M-treatment = 4.038, SD = .570) than for the control group (M-control = 3.873, SD =.593), t(143) = 1.708 and p = .045 with a Cohen's d of .284. The social presence scores and engaging scores did not achieve statistical significance. These findings have implications for future chatbot pedagogical agent research based on the study's strengths and weaknesses, while also laying the groundwork for future research into improving social presence development by pedagogical agents for adult learners.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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