There is a lack of studies that examine the role of a pedagogical agent on student development in a specific learning situation that involves psychological and cognitive preparatory activities in high school settings. We examined the effectiveness of pedagogical agent (APT) cognitive and affective feedback on learner motivation and well-being. We applied an experimental research design, involving 45 fourth-year high school students, divided in experimental and control groups (APT vs. human tutor). We performed a quantitative analysis to collect and analyse data of students using our APT. APT cognitive feedback had a positive effect on students' motivation for learning by encouraging students' proposals and initiatives and arousing students' interest in the topic. In addition, APT affective feedback fostered an appropriate emotional climate and creative environment for learning by enhancing students' curiosity, creativity and confidence for carrying out the activity, while reducing students' negative emotions such as boredom and anger. This study provided us useful insights about the affective (and cognitive) competencies that a virtual affective pedagogical agent needs to have in order to support students' mental and emotional health throughout a learning situation. Yet, further research is needed to consolidate these findings and make APT more adaptive to different learning situations.

中文翻译：

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分析教学代理在心理和认知准备活动中的作用

缺乏研究在高中环境中涉及心理和认知准备活动的特定学习情况下检查教学代理对学生发展的作用。我们检查了教学代理 (APT) 认知和情感反馈对学习者动机和幸福感的有效性。我们应用了一项实验研究设计，涉及 45 名四年级高中生，分为实验组和对照组（APT 与人类导师）。我们使用我们的 APT 进行了定量分析，以收集和分析学生的数据。APT认知反馈通过鼓励学生提出建议和主动性，激发学生对主题的兴趣，对学生的学习动机产生积极影响。此外，APT情感反馈通过增强学生的好奇心、创造力和开展活动的信心，同时减少学生的无聊和愤怒等负面情绪，为学习营造了适当的情绪氛围和创造性环境。这项研究为我们提供了有关虚拟情感教学代理需要具备的情感（和认知）能力的有用见解，以便在整个学习环境中支持学生的心理和情感健康。然而，需要进一步的研究来巩固这些发现并使 APT 更适应不同的学习情况。这项研究为我们提供了有关虚拟情感教学代理需要具备的情感（和认知）能力的有用见解，以便在整个学习环境中支持学生的心理和情感健康。然而，需要进一步的研究来巩固这些发现并使 APT 更适应不同的学习情况。这项研究为我们提供了有关虚拟情感教学代理需要具备的情感（和认知）能力的有用见解，以便在整个学习环境中支持学生的心理和情感健康。然而，需要进一步的研究来巩固这些发现并使 APT 更适应不同的学习情况。