While writing my introduction and thinking about my research question and sub-questions, I was interested in two main theoretical frameworks. Velestianos and Russell’s article (2013) highlighted social cognitive theory and cognitive load theory that I think would connect to my research question:
How might integrating pedagogical agents equipped with natural language processing capabilities enhance the effectiveness of language learning platforms for Canadian non-native speakers of English or French in virtual or remote learning?
Learning is inherently social; you have classmates and teachers, you can receive instant feedback and ask questions with quick replies, and most importantly (especially with language learning), you can have conversations. Thus, the social cognitive theory is the first framework I would like to investigate further regarding research using pedagogical agents for language learning.
Bandura initially developed the social cognitive theory, emphasising social interactions’ role in learning (Schunk & DiBenedetto, 2023). When using pedagogical agents, they can take on the role of teacher or peer and provide the social interaction needed in learning environments (Velersianos & Russell, 2013). Further, they can model, provide examples, and help when asked, taking on similar roles of human teachers or peers. As social interaction is critical in learning environments, whether in person or virtual, this is one framework I would like to use as I continue my research.
The cognitive load theory is the second framework I would like to use. This theory examines how using different technologies in tasks can impact one’s working memory (Veletsianos & Russell, 2013). When using this theory connected to my research questions, I want to see the impact that using pedagogical agents could have on students’ mental load when learning a new language. Would an animated agent be distracting? Does the design cause one to feel strange, like when thinking about the idea of an uncanny valley? The concern with using pedagogical agents in this framework is that the students focus on unnecessary stimuli that detract from their learning and follow more critical information.
These are just two theories I am considering. If any other theories may be better suited to my research and topic, I would love to hear more feedback!
References
Schunk, D. H., & DiBenedetto, M. K. (2023). Learning from a social cognitive theory perspective. International Encyclopedia of Education(Fourth Edition), 22–35. https://doi.org/10.1016/b978-0-12-818630-5.14004-7
Veletsianos, G., & Russell, G. S. (2013). Pedagogical agents. Handbook of Research on Educational Communications and Technology, 759–769. https://doi.org/10.1007/978-1-4614-3185-5_61