Ellina Rienovita, Masashi Taniguchi, Masato Kawahara, Yugo Hayashi, Yugo Takeuchi
The study had two objectives: (1) to investigate the influence of self-esteem and to increase students accomplishments on changes in self-efficacy to encourage students by programming skills and (2) to establish a peerlearning environment via an agent-mediated interaction in order to motivate students to teach other using both the blackboard system (BBS) and the computer-mediated environment (CME). The BBS is an agent-mediated interaction unidentified which will answer the questions. When the student ignores the questions and therefore he/she hesitates to answer, then question-answer (QA) agent does not get a reward from others. However, CME is an agent-mediated interaction can identify who will answer the questions. Agent-mediated interaction (AMI) enforcement to help answer the student question and given the reward. The being reason that QA agent may help the student in answering the questions and continuously teaching others. Experimental results show that the difference between interaction among learners using CME and BBS is significant. Help and reward can encourage self-esteem and self-efficacy. Notably, students may reflect negatively on their self-efficacy after successfully completing an assignment, or positively after struggling with an assignment. Human-Agent Interaction (HAI) appropriately in the way that facilitates learning and motivation in peerlearning environments. © 2017 IEEE.
Graduate School of Science and Technology, Shizuoka University, Hamamatsu, Japan; Department of Curriculum and Educational Technology, Indonesia University of Education, Bandung, Indonesia; Graduated School of Integrated Science and Technology, Shizuoka University, Hamamatsu, Japan; College of Comprehensive Psychology, Ritsumeikan University, Osaka, Japan
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