What do children favor as embodied pedagogical agents?

Sylvie Girard, Hilary Johnson

Research output: Chapter in Book/Report/Conference proceedingChapter

15 Citations (Scopus)
168 Downloads (Pure)

Abstract

Embodied Pedagogical Agents (EPA) are increasingly employed in educational applications, for a variety of users and purposes. However, studies have shown that visual appearance, communicative style, and pedagogical roles of agents impact their acceptance, trust, and user interaction. In this paper, we present a study where 86 primary school children (aged 7-11) chose an EPA to 'accompany' them in their learning of multiplications in the ITS application, Multiplintest. The children used two versions of the software, one with an instructor EPA, and another with a learning companion EPA. Additionally, the children selected a visual appearance for each EPA: simplified or detailed, and naturalistic (humanoid-shaped) or stylized (smiley-shaped). Investigations of the possible relationships between pedagogical roles and visual appearance with respect to user preference are outlined, along with the study limitations, and considerations for future work.
Original languageEnglish
Title of host publicationIntelligent Tutoring Systems, Pt 1, Proceedings
EditorsV Aleven, J Kay, J Mostow
PublisherSpringer
Pages307-316
Number of pages10
Volume6094
ISBN (Electronic)978-3-642-13388-6
ISBN (Print)978-3-642-13387-9
DOIs
Publication statusPublished - 2010
Event10th International Conference on Intelligent Tutoring Systems - Pittsburgh, USA United States
Duration: 14 Jun 201018 Jun 2010

Publication series

NameLecture Notes in Computer Science
PublisherSpringer

Conference

Conference10th International Conference on Intelligent Tutoring Systems
Abbreviated titleITS 2010
CountryUSA United States
CityPittsburgh
Period14/06/1018/06/10

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