The impact and implications of virtual character expressiveness on learning and agent-learner interactions
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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 interaction between pedagogical agents and learners, ultimately enhancing learning outcomes. Evidence from a quasi-experimental investigation, indicates that learners who interacted with an expressive agent (a) scored higher on a post-task exam, and (b) rated the agent’s ability to interact higher, than learners who interacted with a non-expressive agent. Qualitative results provided insight into this finding, while indicating the complexity of deploying pedagogical agents in educational settings.
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Conversing with pedagogical agents: A phenomenological exploration of interacting with digital entities Veletsianos, George; Miller, Charles (British Journal of Educational Technology, 2008)In this paper we examine the meaning of conversing with pedagogical agents. Previous research has focused on examining cause and effect relationships, failing to take into account the meaning of the experiences individuals ...
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