Do Pedagogical Agent Roles Matter? Effects on Learning Performance, Motivation, and Agent Perception

Abstract

Pedagogical Agents (PAs) have been widely studied in technology-supported learning environments and are generally considered beneficial for enhancing students’ learning and motivation. However, less is known about how specific agent roles influence these outcomes. This work addresses this gap by examining the effects of different PA roles on learning performance, motivation, and learners’ perception of the PA. In a user study, two role variants — a mentor and an expert agent — were compared, alongside a control condition without a PA. The results showed no significant differences in learning performance or motivation between conditions. However, the mentor agent was perceived as significantly more facilitative of learning, more human-like, and more engaging than the expert agent. These findings suggest that agent role design primarily seems to shape learners’ subjective experience, without necessarily leading to measurable improvements in learning outcomes. Overall, the results do not confirm the beneficial effects of PAs on learning outcomes and motivation compared to a non-agent control condition, contrary to what is reported in prior research. However, when a PA is implemented, the mentor role appears to be the more suitable design choice, as it enhances the affective and social aspects of the learning experience.