The effects of a pedagogical agent for informal science education on learner behaviors and self-efficacy

Abstract

We describe Coach Mike, an animated pedagogical agent for informal computer science education, and report findings from two experiments that provide initial evidence for the efficacy of the system. In the first study, we found that Coach Mike's presence led to 20% longer holding times, increased acceptance of programming challenges, and reduced misuse of the exhibit, but had limited cumulative impact on attitudes, awareness, and knowledge beyond what the host exhibit already achieved. In the second study, we compared two different versions of Coach Mike and found that the use of enthusiasm and self-regulatory feedback led to greater self-efficacy for programming. © 2013 Springer-Verlag Berlin Heidelberg.