Scilight Press

This study constructs a reflective feedback model based on a pedagogical agent (PA) and explores its impact on students' problem-solving ability and cognitive load. A quasi-experimental design was used in the study, with 84 students from a middle school selected as the research subjects (44 in the experimental group and 40 in the control group). The experimental group used the reflective feedback model, while the control group used the factual feedback model. The results show that, compared with factual feedback, the reflective feedback model based on the pedagogical agent significantly improves students' problem-solving ability, especially at the action and thinking levels. In addition, this model effectively reduces students' cognitive load, especially in terms of internal and external load.