Analyzing a new learning strategy according to different knowledge levels
Computers & Education
Deictic and emotive communication in animated pedagogical agents
Embodied conversational agents
Designing social presence of social actors in human computer interaction
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Andes: A Coached Problem Solving Environment for Physics
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
The impact of frustration-mitigating messages delivered by an interface agent
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Following the white rabbit: a robot rabbit as vocabulary trainer for beginners of English
USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
A virtual audience system for enhancing embodied interaction based on conversational activity
HCII'11 Proceedings of the 1st international conference on Human interface and the management of information: interacting with information - Volume Part II
Adaptive virtual rapport for embodied conversational agents
Proceedings of the 15th ACM on International conference on multimodal interaction
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This experimental study investigated the differential effects of pedagogical agent nonverbal communication on attitudinal and procedural learning. A 2x2x2 factorial design was employed with 237 participants to investigate the effect of type of instruction (procedural, attitudinal), deictic gesture (presence, absence), and facial expression (presence, absence) on learner attitudes, agent perception (agent persona, gesture, facial expression), and learning. Results indicated that facial expressions were particularly valuable for attitudinal learning, and were actually detrimental for procedural learning. Similarly, gestures were perceived as more valuable for students in the procedural module, even though they did not directly enhance recall.