Virtual Pedagogical Agents in the Context of Virtual Educational Environments: Framework and Theoretical Models

Abstract

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions - animated digital characters functioning to simulate human-peer-like interaction-might provide an opportunity to simulate such social interaction in computer-based learning. In this paper we ground the instructional potential of pedagogical agents in several social-cognitive theories, including distributed cognition, social interaction, and Bandura's social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of pedagogical agents, acknowledging concepts that these agents cannot address. Based on the theoretical perspectives, we suggest key constituents, roles and functions for designing pedagogical agents in virtual learning environments. Also, we relate to some experimental agents or theoretical examples. Using the experiences of teams involved in the development of commercially available or in the design of theoretical agents, we present our vision of designing and implementing such a pedagogical virtual agent in the context of the SAPIENT applied research project (Intelligent Tutoring System-Evolutionary Approach in e-Learning). In the proposed project the virtual pedagogical agent is automatically customized to address several features of each learner, such as appearance, age and gender. The role, appearance, dynamics, communication channels and envisaged behavior of this virtual agent will be discussed along with the possible techniques to be used in its development.

A Scoped Review of the Potential for Supportive Virtual Coaches as Adjuncts to Self-guided Web-Based Interventions

“…Theoretical support for a visible, human-like personal computer is provided by the Social Agency Theory [25] and Social Modelling/Social Learning Theory Jordine et al [3,9]. Nonetheless the visibility subject is somewhat controversial.…”

“…The systematic search resulted in a limited number of studies (8). Moreover, these studies addressed a wide range of topics; from physical attributes [3], architecture [4], route planning [5], non-verbal behavior [6], virtual museum guide [7], empathy [8], to theoretical models [9] and articulation rates [10]. None of the studies provided a highlevel picture of the capabilities of VAs with regards to support delivery.…”

“…(c) Finding addition information on relationship building [10] and measures of relationship building as shortly described in [6,10]. (d) Finding additional information on theoretical models related to VAs as touched upon in [9].…”