Conversational Agents in Education – A Systematic Literature Review

Conversational Agents (CAs) are widely spread in a variety of domains, such as health and customer service. There is a recent trend of increasing publications and implementations of CAs in education. We conduct a systematic literature review to identify common methodologies, pedagogical CA roles, addressed target groups, the technologies and theories behind, as well as human-like design aspects. The initially found 3329 records were systematically reduced to 252 fully coded articles. Based on the analysis of the codings, we derive further research streams. Our results reveal a research gap for long-term studies on the use of CAs in education, and there is insufficient holistic design knowledge for pedagogical CAs. Moreover, target groups other than academic students are rarely considered. We condense our findings in a morphological box and conclude that pedagogical CAs have not yet reached their full potential of long-term practical application in education

An Adaptive Tutor to Promote Learners' Skills Acquisition during Procedural Learning

International audienceOur research work proposes an adaptive and embodied virtual tutor based on intelligent tutoring systems. The domain model is represented in our work by a virtual environment meta-model and the interface by an embodied conversational agent. Our main contribution concerns the tutor model, that is able to adapt the execution of a peda-gogical scenario according to the learner's level of knowledge. To achieve such a goal, we rely on the inference of the learner's memory content