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| Type | Bachelor's Thesis |
| Scope | Discipline-based scholarship |
| Title | Design of a Corporate Identity Training for Organisations supported by a Pedagogical Conversational Agent |
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| Institution | University of Zurich |
| Faculty | Faculty of Business, Economics and Informatics |
| Date | 2023 |
| Abstract Text | Incorporating Pedagogical Conversational Agents (PCAs) into learning environments has shown promising benefits for learning. However, most of the research has been performed in the field of academia. Building on a previous paper, this study focuses on the application of PCAs for organisational workplace learning. Having a strong Corporate Identity (CI) has become a competitive advantage for companies. In sectors, like public administrations that have a distinct service side, training staff on CI can be beneficial for the organisation. This thesis is part of a bigger research project that designed and implemented a CI Training for two public administrations in Southern Germany. Using Action Design Research, this thesis focused on designing a learning platform and learning videos that aimed to train staff on external communication, based on existing theories about multimedia learning and practice-inspired research. The main role of this thesis in the project was to design the usability of the learning platform, the experience of the learners, as well as the learning videos. So far, no uniform guidelines for the design of learning platforms that include a Pedagogical Agent (PA) could be found. The aim of this thesis was therefore to investigate the interaction of the agent, the platform, and the learner, thus contributing towards answering the question how a successful workplace training environment, that is supported by a PCA, can be designed. The results showed that incorporating a PCA into the learning environment increased the overall usability of the platform, especially the perceived control that the learners have over the interactions with the platform. The agent initially motivated the participants, however, this motivation declined as the agent did not perform to their expectations. No effect of the PCA-supported learning treatments on self-efficacy or self-determination could be found, in comparison to traditional e-learning without a PCA. Based on the results and on the qualitative feedback from the participants, design principles for PCA-supported learning environments were formulated. The data and results of this thesis can be used for further iterations of the overarching research project. Simultaneously, it can serve as a source of information for the design of other PCA-supported learning environments. |
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