Akwasi Adomako Boakye, Harry Barton Essel, Akosua Tachie-Menson, Ama Amponsah, Esi Efuadua Johnson

The Effects of System-Paced, Learner-Paced and Learner-Attenuated System-Paced Conditions on Project-Based Learning Outcomes

Introduction

The effects of system-paced, learner-paced and learner-attenuated system-paced conditions on project-based learning outcomes. This study explores how learner-paced & learner-attenuated conditions improve project-based learning outcomes, boosting student creativity & design skills.

Abstract

This study explored how different pacing conditions of a pedagogical agent persona affected student outcomes in project-based learning at Kumasi Senior High Technical School. Researchers randomly assigned 61 Visual Art Students to three pacing groups: system-paced, learner paced, and learner-attenuated system-paced. The study adopts a sequential explanatory mixed methods approach. The study measured creativity, craftsmanship, suitability and design skills using pre-test and post-test assessments and semi-structured interviews. Analysis of Variance (ANOVA) revealed significant differences between groups, with learner-paced and learner-attenuated system paced conditions outperforming the system-paced group. The mean scores for creativity, craftsmanship, suitability and design were higher in the learner-paced and learner-attenuated system paced groups compared to the system-paced group, with p-values indicating statistical significance (p < 0.05). Specifically, the mean creativity score in the learner-paced group was 8.5 compared to 7.2 in the system-paced group. These findings suggest that learner-controlled pacing, facilitated by pedagogical agent personas, can significantly improve student performance in project-based learning environments, highlighting the value of learner-centred instructional approaches.

Review

This study provides valuable insights into the optimal pacing strategies within project-based learning environments, particularly when facilitated by a pedagogical agent. The authors effectively set out to investigate the differential impacts of system-paced, learner-paced, and learner-attenuated system-paced conditions on critical learning outcomes such as creativity, craftsmanship, suitability, and design skills. By conducting this research with Visual Art Students at Kumasi Senior High Technical School, the study grounds its findings in a specific educational context, contributing to the understanding of effective instructional design in practical, skill-based disciplines. The clear research question and the focus on learner control versus system control are particularly relevant in contemporary discussions on personalized learning and agent-based learning systems. Methodologically, the study employs a robust sequential explanatory mixed-methods approach, beginning with a randomized controlled trial design involving 61 students. The assignment of students to three distinct pacing groups—system-paced, learner-paced, and learner-attenuated system-paced—is a strong point, allowing for direct comparison of these pedagogical approaches. The use of pre-test and post-test assessments alongside semi-structured interviews to measure outcomes provides a comprehensive evaluation framework. The subsequent application of Analysis of Variance (ANOVA) to analyze the quantitative data yielded clear and statistically significant results. Specifically, the finding that both learner-paced and learner-attenuated system-paced conditions significantly outperformed the purely system-paced group across all measured skills (creativity, craftsmanship, suitability, and design) underscores the tangible benefits of giving students greater control over their learning tempo. The inclusion of a specific example, such as the mean creativity score (8.5 for learner-paced vs. 7.2 for system-paced), effectively illustrates the magnitude of these differences. The implications of these findings are substantial for educators and instructional designers. The study strongly advocates for learner-centred instructional approaches, particularly within project-based learning settings facilitated by pedagogical agents, where learner control over pacing demonstrably enhances student performance. This reinforces the growing body of evidence supporting autonomy and self-regulation in learning. While the abstract effectively highlights the quantitative superiority of learner-controlled pacing, a full paper would ideally elaborate on the qualitative insights gleaned from the semi-structured interviews, offering a deeper understanding of *why* these conditions are more effective from the students' perspective. Nonetheless, the research makes a compelling case for integrating learner-paced and attenuated learner-paced mechanisms into agent-supported learning systems, thereby contributing significantly to best practices in educational technology and pedagogical design.

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