Social Presence: A Key Factor in Embedding a Pedagogical Agent into Online Learning in Primary Education
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| Title: | Social Presence: A Key Factor in Embedding a Pedagogical Agent into Online Learning in Primary Education |
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| Language: | English |
| Authors: | Kate M. Xu (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(1):227-242. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Student Participation, Electronic Learning, Video Technology, Artificial Intelligence, Animation, Learner Engagement, Computer Simulation, Virtual Classrooms |
| DOI: | 10.1111/bjet.70006 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Social presence has been hypothesized to facilitate successful learning in digital and online learning environments. Instructor presence in instructional videos is suggested to enhance learners' social presence. However, research is still relatively rare regarding the elementary school learner population. The current experimental study investigated whether embedding an animated human-like artificial pedagogical agent in an instructional video compared to having only a voice could evoke a sense of social presence and improve learning in a sample of primary school learners. The study confirmed that a sense of social presence of a virtual instructor can be fostered through a digital animated pedagogical agent; however, there was no effect on learning performance, nor did social presence mediate a relationship between learning with a pedagogical agent and learning performance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493486 |
| Database: | ERIC |
| Abstract: | Social presence has been hypothesized to facilitate successful learning in digital and online learning environments. Instructor presence in instructional videos is suggested to enhance learners' social presence. However, research is still relatively rare regarding the elementary school learner population. The current experimental study investigated whether embedding an animated human-like artificial pedagogical agent in an instructional video compared to having only a voice could evoke a sense of social presence and improve learning in a sample of primary school learners. The study confirmed that a sense of social presence of a virtual instructor can be fostered through a digital animated pedagogical agent; however, there was no effect on learning performance, nor did social presence mediate a relationship between learning with a pedagogical agent and learning performance. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70006 |
