Agents, Believability and Embodiment in Advanced Learning Environments

On the World Wide Web we see a growing number of general HCI interfaces, interfaces to educational or entertainment systems, interfaces to professional environments, etc., where an animated face, a cartoon character or a human-like virtual agent has the task to assist the user, to engage the user into a conversation or to educate the user. What can be said say about the effects a human-like agent has on a student's performance? We discuss agents, their intelligence, embodiment and interaction modalities. In particular, we introduce viewpoints and questions about roles embodied agents can play in educational environment

Orientações de design para Agentes Pedagógicos Animados

A área de agentes animados pedagógicos está relacionada ao desenvolvimento de aplicações que visam melhorar o processo de interação humano-computador (por humanos queremos dizer estudantes e professores) utilizando software de agentes representados por caracte- res ou figuras humanas. A fim de ajudar os pesquisado- res a projetar agentes pedagógicos que possam melhorar a usabilidade do agente humano, este trabalho vai discutir as diretrizes básicas para o design de Agentes Animados Pedagógicos, com base nos conceitos fornecidos pela In- formática na Educação, Inteligência Artificial e Interação Humano-Computador

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)

Gendered Socialization with an Embodied Agent: Creating a Social and Affable Mathematics Learning Environment for Middle-Grade Females

This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed-methods research design. First, a classroom-based experiment was conducted with one hundred and twenty 9th-graders learning introductory algebra (53% male and 47% female; 51% Caucasian and 49% Latino). The results revealed that learner gender was a significant factor in the learners’ evaluations of their agent (η2 = .07), the learners’ task-specific attitudes (η2 = .05), and their task-specific self-efficacy (η2 = .06). In-depth interviews were then conducted with 22 students selected from the experiment participants. The interviews revealed that Latina and Caucasian females built a different type of relationship with their agent and reported more positive learning experiences as compared to Caucasian males. The females’ favorable view of the agent-based learning was largely influenced by their everyday classroom experiences, implying that students’ learning experience in real and virtual spaces was interconnected

Digital Human Representations for Health Behavior Change: A Structured Literature Review

Organizations have increasingly begun using digital human representations (DHRs), such as avatars and embodied agents, to deliver health behavior change interventions (BCIs) that target modifiable risk factors in the smoking, nutrition, alcohol overconsumption, and physical inactivity (SNAP) domain. We conducted a structured literature review of 60 papers from the computing, health, and psychology literatures to investigate how DHRs’ social design affects whether BCIs succeed. Specifically, we analyzed how differences in social cues that DHRs use affect user psychology and how this can support or hinder different intervention functions. Building on established frameworks from the human-computer interaction and BCI literatures, we structure extant knowledge that can guide efforts to design future DHR-delivered BCIs. We conclude that we need more field studies to better understand the temporal dynamics and the mid-term and long-term effects of DHR social design on user perception and intervention outcomes