Generating socially appropriate tutorial dialog

Analysis of student-tutor coaching dialogs suggest that good human tutors attend to and attempt to influence the motivational state of learners. Moreover, they are sensitive to the social face of the learner, and seek to mitigate the potential face threat of their comments. This paper describes a dialog generator for pedagogical agents that takes motivation and face threat factors into account. This enables the agent to interact with learners in a socially appropriate fashion, and foster intrinsic motivation on the part of the learner, which in turn may lead to more positive learner affective states

Effects of Pedagogical Agent Design on Training Evaluation Measures: A Meta-Analysis

Pedagogical agents are, conversational virtual characters employed in electronic learning environments to serve various instructional functions (Veletsianos & Miller, 2008). They can take a variety of forms, and have been designed to serve various instructional roles, such as mentors, experts, motivators, and others. Given the increased availability and sophistication of technology in recent decades, these agents have become increasingly common as facilitators to training in educational settings, private institutions, and the military. Software to aid in the creation of pedagogical agents is widely available. Additionally, software use and agent creation often requires little formal training, affording nearly anyone the opportunity to create content and digital trainers to deliver it. While the popularity of these instructional agents has increased rapidly in practice, it has outpaced research into best practices for agent design and instructional methods. The personas programmed into pedagogical agents are recognizable by the people interacting with them, and have been shown to impact various learning outcomes. The form and realism of training agents have also been shown to have substantial impacts on people\u27s perceptions and relationships with these beings. Additionally, agents can be designed in environments that utilize different methods of content delivery (e.g., spoken words versus text), resulting in varying levels of cognitive load (and thus, varying learning outcomes). In an educational setting, agent perceptions and interactions could impact the effectiveness of a training program. This meta-analysis uses the Integrated Model of Training Evaluation and Effectiveness (IMTEE) as an over-arching framework to examine the effects of training characteristics on training evaluation measures (Alvarez, Salas, & Garofano, 2004). Training characteristics refer to any training-specific qualities that may impact learning outcomes compared to other training programs that offer the same or similar content. Training evaluation refers to the practice of measuring important training outcomes to determine whether or not a training initiative meets its stated objectives. The pedagogical agent training characteristics evaluated in this study include agent iconicity (level of detail and realism), agent roles, and agent instructional modalities. The evaluation measures being examined include post-training self-efficacy, cognitive learning, training performance, and transfer performance. The Uncanny Valley Theory (Mori, 1970) suggests that agent iconicity (level of detail and realism) is expected to relate to training evaluation measures differently for human-like and non-human-like agents, such that low levels of iconicity (high realism) in non-human-like agents and moderate levels of iconicity in human-like agents would result in optimal training outcomes. These hypotheses were partially supported in that trainees achieved the highest levels of performance on transfer tasks when working with moderately realistic human-like trainers. No significant effects were seen for non-human-like trainers. Additionally, it was expected that the relationship between instructional modality and all training evaluation measures would be positive and stronger for modalities that produce deeper cognitive processing (Explaining and Questioning) than the modalities that produce shallower processing (Executing and Showing). This hypothesis was not supported. The relationship between agent role and all training evaluation measures was expected to be positive and stronger for modalities that produce deeper cognitive processing (Coaching and Testing) than the roles that produce shallower processing (Supplanting and Demonstrating). This hypothesis was not supported. Additionally, agents that minimize extraneous cognitive processing were also expected to outperform those that require excess cognitive demands. Agents that utilize speech, personalized messages, facial expressions, and gestures were expected to lead to improved training outcomes compared to those that primarily utilize text, speak in monologue, are expressionless, and/or are devoid of gestures. This hypothesis was partially supported in that agents who were merely present on-screen (physically directing learner attention) resulted in the lowest transfer task performance compared to more active agents who delivered actual content (via speech or text). Learner control (versus trainer control) over support delivery was expected to contribute to improved training outcomes, and support that is delayed in its delivery was expected to hinder performance on training evaluation measures. These hypotheses were not supported. This meta-analysis, backed by an integration of theories from computer science and multiple disciplines within psychology, contributes to the field of employee training by informing decisions regarding when and how pedagogical agents can best be used in applied setting as viable training tools

Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions

abstract: The similarity attraction hypothesis posits that humans are drawn toward others who behave and appear similar to themselves. Two experiments examined this hypothesis with middle-school students learning electrical circuit analysis in a computer-based environment with an Animated Pedagogical Agent (APA). Experiment 1 was designed to determine whether matching the gender of the APA to the student has a positive impact on learning outcomes or student perceptions. One hundred ninety-seven middle-school students learned with the computer-based environment using an APA that matched their gender or one which was opposite in gender. Female students reported higher program ratings when the APA matched their gender. Male students, on the other hand, reported higher program ratings than females when the APA did not match their gender. Experiment 2 systematically tested the impact of providing learners the choice among four APAs on learning outcomes and student perceptions. Three hundred thirty-four middle-school students received either a pre-assigned random APA or were free to choose from four APA options: young male agent, older male agent, young female agent, or older female agent. Learners had higher far transfer scores when provided a choice of animated agent, but student perceptions were not impacted by having the ability to make this choice. We suggest that offering students learner control positively impacts student motivation and learning by increasing student perceptions of autonomy, responsibility for the success of the instructional materials, and global satisfaction with the design of materials.NOTICE: this is the author’s version of a work that was accepted for publication in COMPUTERS & EDUCATION. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in COMPUTERS & EDUCATION Volume 67, September 2013, Pages 36–50 http://dx.doi.org/10.1016/j.compedu.2013.02.00

The Effect of Pedagogical Agent Persona on Performance, Self-Efficacy, and Attitudes in Adult Learners in an Online Environment

Pedagogical agents, virtual avatars that are often included in online training or educational modules, have been studied in a variety of disciplines to determine the extent to which their inclusion in online or multimedia learning environments may influence both cognitive and affective outcomes in learners. The present study examined the effect of a peer-like pedagogical agent providing motivational messaging in an online English language learning environment to determine if the agent will positively affect college students’ performance, self-efficacy, and attitude in comparison to a control group. All participants studied an online, self-paced English grammar module, either with (treatment version) or without (control version) a peer-like motivating pedagogical agent. The study also sought to determine if learners would perceive the agent as having a distinct persona. The study found no statistically significant difference between the treatment group and the control group on performance, self-efficacy, and attitude. However, for both the treatment group and the control group, student performance and self-efficacy were significantly improved after the online English module. In addition, the participants perceived the agent as having a distinct persona

Conceptualisation and development of the admin-avatar taxonomy : antecedents, attitudinal and behavioural consequences

Academics and practitioners have increasingly acknowledged the significance of the consumer–brand relationship in both traditional and online contexts. However, the impersonal nature of the online environment is considered to be a hindrance in the development of the brand–consumer relationship. The literature suggests that strong relationship outcomes depend on successful relationship marketing tactics. Admin-avatar concept is a new concept -firstly emerged in this research- which can be used as a technological and marketing tactic. Admin-avatar can embody consumer-facing employees and mimic their real-life roles on companies’ websites, thereby playing a key role in enhancing the relationships between consumers and brands in the online environment. Despite the importance of this technology, very little attention has been paid to the investigation of the admin-avatar concept from a marketing perspective. Following a systematic review of the literature found in 10 major electronic databases and published between 1993 and 2013, significant gaps in literature were identified. Specifically, this research examines the nature of the admin-avatar concept, including its main characteristics, dimensions, and conditions as well as the attitudinal and behavioural consequences of admin-avatar users.Adopting the mixed methods design, a taxonomy was developed from interviews (qualitative phase) which laid the foundation for the development of the admin-avatar framework. Spiggle’s (1994) framework was adopted for the qualitative data analysis. A conceptual framework was developed and built on the theoretical foundations of reasoned action theory (Fishbein & Ajzen, 1975). The admin-avatar framework was empirically tested through a series of lab-based experiments (quantitative phase). Following a confirmatory factor analysis (CFA) was carried out to purify the scales, determine the dimensionality of the constructs and support their convergent and discriminant validity. The context used for this study was the university admissions admin-avatar. propositions were tested using repeated measures (first experimental deign study), factorial design (second experimental deign study) and serial mediation techniques for both experimental studies. The results mostly support the taxonomy developed from the qualitative phase.This thesis contributes to the new technology in marketing and practice, specifically by: (1) providing a clear and comprehensive definition of the admin-avatar concept, (2) developing a comprehensive taxonomy of admin-avatar that enriches the area of new technology in marketing by the further investigations by applying the taxonomy to other contexts (e.g., schools, banks, retails and other commercial companies), and (3) confirming the notion that the addition of an admin-avatar will transform the consumer attitude towards the website and the brand. Furthermore, the addition of an admin-avatar will prompt consumers to engage in voluntary behaviours such as saying positive things about the organisation/brand (word of mouth) and recommending the brand and its products to other potential consumers (recommendation). In other words, adding the admin-avatar on the brand website will significantly change the attitudes of brand’s consumers. These positive attitudes will encourage consumers to do voluntary behviours for the brand. From a practical perspective, these findings offer practitioners a clearer and richer understanding of the admin-avatar, facilitating appropriate designs for admin-avatar(s). The findings of this research also give practitioners clear insights into the main advantages of the admin-avatar, such as the degree of its convenience (e.g., quickness and effortless), hedonism (excitement) and attractiveness

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

Peer Buddy or Expert? – On the Avatar Design of a Virtual Coach for Obesity Patients

Morbid obesity in association with comorbidities is a considerable burden for the healthcare systems worldwide. Long-term weight loss maintenance requires sustainable behavioral changes but poor adherence is a significant problem in obesity care today and patients often relapse. Prior research has found conversational agents with of a humanoid representation (avatar) embodying the role of a virtual coach useful for the interface of health behavior change support systems. Regarding the avatar design, the coach could, e.g., take the role of an obese “peer buddy” or a lean “expert”. Based on requirements and design principles derived from the literature, the present study investigates how the avatar should be designed. Therefore, two patient surveys were conducted to evaluate static and dynamic representations of potential coaches. The results suggest that patients welcome the concept and lean “expert” coaches might be more suitable in an obesity context. Design implications for future research are derived and discussed