Measuring the effects of pedagogical agent cognitive and affective feedback on students’ academic performance

There is still a debate on the influence and effectiveness of pedagogical agents in a learning environment, especially on the means these agents employ for enhancing students' academic performance. The current study aims at measuring the effectiveness of cognitive and affective feedback (CaAF) types that a human teacher and a virtual Affective Pedagogical Tutor (APT) used in their groups of students (control and experimental groups respectively) in an authentic long-term learning situation. Participants were a sample of 115 students carrying out collaborative activities in a "web design" course. Our findings showed that APT cognitive feedback (