The preferred design of pedagogical agents by older adults for self-management health programs for chronic conditions

Abstract

This dissertation comprises a study of pedagogical agents and the preferences of older adult learners for specific pedagogical agents. Quantitative data were gathered from participants over the age of 55 concerning their preferences both for pedagogical agents’ design characteristics in general and then specifically in a self-management health program for chronic conditions. Critical aspects of pedagogical agent design identified for general learning environments by older adults include the voice and facial expression of the pedagogical agent, level of competence, demeanour and degree of realism. Such findings are not comparable to existing studies, as most have focused on school age (K-12) and post-secondary students (adults under age 55). Respondents indicated for self-management health training environments for chronic conditions that the degree of realism, voice of the agent, role of agent and professional attire are important design attributes of the pedagogical agent in this context. An unexpected finding in the study is a preference by participants for task-orientated learning in both learning in general and self-management health contexts. This finding calls into question the underlying premise of the importance of relational aspects of agents in a healthcare training environment. This aligns more with andragogical principles than the social psychological perspective which is frequently found in the literature. This avenue of research warrants more investigation.