Investigating Multiple Pedagogical Perspectives through MIMIC (Multiple Intelligent Mentors Instructing Collaboratively)

In this exploratory experimental study, 135 pre -service teachers developed an instructional plan for a case study within a computer-based environment. Three-dimensional, animated pedagogical computer agents, representing constructivist and instructivist perspectives of instructional design, operationalized instructional theory within the environment. The research design was a two-factor ANOVA with the instructivist agent (present, not present) and constructivist agent (present, not present) serving as the two factors, leading to four combinations of agent conditions. Agents (if present) were available to provide suggestions. It was hypothesized that the agents would influence pre -service teachers’ perspective of instructional planning, performance, reflections, and dispositions regarding instructional planning. A main effect for the constructivist agent indicated that when the constructivist agent was present participants reported a change in their perspective of instructional planning, developed more constructivist-oriented lesson plans, and reflected less on their thinking. A main effect for the instructivist agent indicated that when the instructivist agent was not present, participants reported more positive attitudes regarding instructional planning. There were no significant effects of agents on performance. For those participants receiving both agents (N=43), qualitative results indicated that students were metacognitively aware of the difference between two agents, yet there were no significant differences in their ratings of agent usefulness or tendency to provoke thought.