Designing Virtual Agent-Based Models For ICT Courses: The Impact On Developing Student Skills

Abstract

The aim of this study is to compare two pedagogical models: the Virtual Agent Team-Based Model, which is implemented in an online environment that offers a more varied and collaborative form of interaction, and the Text-Based Conversational Virtual Agent Model, which is implemented as an interactive chatbot that provides predetermined textual responses. In addition to investigating the effect of two pedagogical models of virtual agent robot use in ICT courses. Such a model aims at achieving interactions with virtual agents, suggesting a topic from the chat script, auto-playing, and replying to improvements and chat customization. Moreover, it links the virtual agent with more than one application that can support students’ skills in acquiring their educational content for chat and sharing scripts and checking students’ performance in longer interactions. The paper is based on mixed research methods that were used to study the impact as follows: The development method is used in designing the e-learning environment, a quasi-experimental research design for conducting the research experiment. The findings of the study provide evidence of the effect of virtual-agent models in supporting students’ learning within electronic learning environments. These findings have significant implications for instructional designers and educators seeking to influence virtual agent technologies to enhance learning outcomes, suggesting that collaborative, socially rich configurations should be highlighted over individual avatar-based models where the development of interactive programming skills is a major educational impartial.