Employing ai methods to control the behavior of animated interface agents

André, Elisabeth; Rist, Thomas; Müller, Jochen

doi:10.1080/088395199117333

Cited by 97 publications

(67 citation statements)

References 20 publications

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“…Indeed, some of the first APAs were introduced into these environments specifically for the purpose of making the users' interactions with the system more life-like (e.g., André et al 1996;Bates 1994;Cassell 2000;Lester et al 1997;Paiva and Machado 1998;Picard and Klein 2002). Finally, APAs can also prime a social interaction schema that can positively influence student motivation (e.g., André et al 1999;Atkinson 2002;Choi and Clark 2006;Domagk 2010;Frechette and Moreno 2010;Moreno et al 2000;Moreno et al 2001;Moreno et al 2010;Moundridou and Virvou 2002;Plant et al 2009). …”

Section: Animated Pedagogical Agents and Student Motivationmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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Section: Animated Pedagogical Agents and Student Motivationmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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“…Various computational models have successfully used these five factors as a basis to create interactive agents [8][9][10]. While using five factors is the most frequent level of personality analysis, each factor is really a collection of diverse behaviors.…”

Section: Personality Modelmentioning

confidence: 99%

Varying Personality in Spoken Dialogue with a Virtual Human

Rushforth

Gandhe

Artstein

et al. 2009

Intelligent Virtual Agents

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Abstract. We extend a virtual human architecture that has been used to build tactical questioning characters with a parameterizable personality model, allowing characters to be designed with different personalities, allowing a richer set of possible user interactions in a training environment. Two experiments were carried out to evaluate the framework. In the first, it was determined that personality models do have an impact on user perception of several aspects of the personality of the character. In the second, a model of assertiveness was evaluated and found to have a small but significant impact on the users who interacted with the full virtual human, and larger differences in judgement of annotators who examined only the verbal transcripts of the interaction.

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“…In [1][2] "affective agent"-user interface is considered. Personality is defined as a complex structure that distinguishes a person, nation or group.…”

Section: Similar Workmentioning

confidence: 99%

“…However, humans have more than just these characteristics, since they have a personality profile, which plays a central role as suggested in [8] [1][2] [10][15] [6].…”

Section: Introductionmentioning

confidence: 99%