EnALI: A research and design framework for virtual characters and pedagogical agents
Abstract
Conflicts occur when learners interact with pedagogical agents and virtual characters. Such
conflicts – arising from technological limitations, psychosocial perceptions, and pedagogical
inadequacies – hinder communication and interaction between virtual characters and learners,
and impede successful engagement with learning tasks and experiences. To enhance
communication and interaction between virtual characters and learners, we propose a three tier
framework of fifteen research-based guidelines. This framework enables theorists, researchers,
and designers to view virtual characters with a holistic lens, informing the analysis, design,
development, implementation, and evaluation of virtual characters in electronic learning
contexts.
Collections
Related items
Showing items related by title, author, creator and subject.
-
Teaching with Instructional Software
Doering, Aaron; Veletsianos, George (Pearson Education, 2009) -
How can game design theories and gaming environments be implemented in instructional design to support learning at the secondary level?
Bridge, Christopher M. (Electronic version published by Vancouver Island University, 2020)Traditional models of secondary level education run the risk of reinforcing maladaptive learning processes that persist long after successful graduation. With considerations to the opportunities presented in B.C.’s New ... -
The impact and implications of virtual character expressiveness on learning and agent-learner interactions
Veletsianos, George (Journal of Computer Assisted Learning, 2009)The possible benefits of agent expressiveness have been highlighted in previous literature; yet, the issue of verbal expressiveness has been left unexplored. I hypothesize that agent verbal expressiveness may improve the ...