Pedagogical Agents

Veletsianos, George; Russell, Gregory

doi:10.1007/978-1-4614-3185-5_61

Cited by 86 publications

(79 citation statements)

References 57 publications

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“…Pedagogical agents can also function as "vessels" that contain distributed information (Veletsianos & Russell, 2014). In other words, pedagogical agents can scaffold learners by asking questions, providing hints, or offering alternative perspectives during learning.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment

Liew

Zin

Sahari

et al. 2016

IRRODL

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The present study aimed to test the hypothesis that a smiling expression on the face of a talking pedagogical agent could positively affect a learner's emotions, motivation, and learning outcomes in a virtual learning environment. Contrary to the hypothesis, results from Experiment 1 demonstrated that the pedagogical agent's smile induced negative emotional and motivational responses in learners.Experiment 2 showed that the social meaning of a pedagogical agent's smile might be perceived by learners as polite or fake. In addition, qualitative data provided insights into factors that may cause negative perceptions of a pedagogical agent's smile, which in turn lead to negative affective (emotional and motivational) states in learners. Theoretical and design implications for pedagogical agents in virtual learning environment are discussed in the concluding section of the paper.

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Section: Introductionmentioning

confidence: 99%

“…This issue has prompted the implementation of artificial intelligent characters known as "pedagogical agents" in virtual learning systems (Krämer & Bente, 2010;Veletsianos & Russell, 2014). Pedagogical agents are visual characters that reside within the digital space of virtual learning systems.…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment

Liew

Zin

Sahari

et al. 2016

IRRODL

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“…Veletsianos and Miller (2008) have speculated that longer-term interactions with an agent may have a positive effect on emotional engagement. Thus far, empirical studies of agents have neglected this area; these findings, although preliminary, reinforce the argument that examinations of longitudinal agent engagement are essential (Veletsianos and Russell, 2014).…”

Section: Discussionmentioning

confidence: 56%

Beyond robotic wastelands of time: Abandoned pedagogical agents and new pedalled pedagogies

Savin‐Baden

Tombs

Bhakta

2015

E-Learning and Digital Media

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Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing's work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past five years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This article draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents are intrinsic to a user's sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of ways in which notions of learning are being redefined in the academy and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means.

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“…There are two subcategories of IPAs: conversational agents and teachable agents. Conversational agents facilitate conversations amongst learners while teachable agents learn from the students in order to perform some specific tasks later [34]. Conversational agents perform a number of tasks including enhancing menus and interactive simulations and providing a wide range of conversational contexts and collaborative interactions [35].…”

Section: B Intelligent Agents In Collaborative Learningmentioning

confidence: 99%

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

Njenga¹,

Oboko²,

Omwenga³

et al. 2017

IJMECS

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Abstract-Intelligent agents have been used in collaborative learning. However, they are rarely used to facilitate group interactions in collaborative m-learning environments. In view of this, the paper discusses the use of intelligent agents in facilitating collaborative learning in mobile learning environments. The paper demonstrates how to design intelligent agents and integrate them in collaborative mobile learning environments to allow group learners to improve their levels of group knowledge construction. The design was implemented in a collaborative mobile learning system running on Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. The application was used in some experiments to investigate the effects of those facilitated interactions on the level of group knowledge construction. The results showed improved levels of group knowledge construction in instances where the facilitations were enabled compared to where they were disabled. The paper concludes that the use of intelligent agents in facilitating learner group interactions in collaborative mobile learning environments improves the levels of group knowledge construction. For future work, the use of intelligent agents can be tested in other areas of group interactions to enhance group learning.

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Pedagogical Agents

Cited by 86 publications

References 57 publications

The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment

The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment

Beyond robotic wastelands of time: Abandoned pedagogical agents and new pedalled pedagogies

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

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