Designing Effective Pedagogical Agents For Higher Education In Pakistan: A Scaffolding Approach

Abstract

The integration of scaffolding in pedagogical agents for higher education has gained significant traction globally, enhancing online learning by providing tailored support to students. This study explores a scaffolding design specifically tailored for the Pakistani higher education system, focusing on both metacognitive and motivational scaffolding. Pedagogical agents, virtual characters embedded within e-learning environments, support students through instructional strategies by engaging them, providing feedback, and encouraging self-regulation. The research employs a multi-stage method, including problem identification, analysis of pedagogical agent components, conceptual model design, development, verification, validation, and experimental testing. Findings indicate that metacognitive scaffolding helps students plan, monitor, and evaluate their learning processes, while motivational scaffolding enhances engagement, persistence, and autonomy. The study aligns with recent research highlighting the effectiveness [1]of integrating these scaffolding types to improve learning outcomes. This research contributes to the growing body of literature on the use of scaffolding in pedagogical agents and provides practical insights for enhancing learning experiences in Pakistan’s rapidly transforming higher education landscape. Further research is recommended to explore the long-term impacts of these strategies and develop context-specific scaffolding models for various disciplines.