Communication research on consumer VR
Communication in the age of virtual reality
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
The roles of sensory modalities in collaborative virtual environments (CVEs)
Computers in Human Behavior
Simulating Instructional Roles through Pedagogical Agents
International Journal of Artificial Intelligence in Education
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
Design an empathic virtual human to encourage and persuade learners in e-learning systems
MTDL '09 Proceedings of the first ACM international workshop on Multimedia technologies for distance learning
Social evaluations of embodied agents and avatars
Computers in Human Behavior
Presence: Teleoperators and Virtual Environments
Virtual agents in retail web sites: Benefits of simulated social interaction for older users
Computers in Human Behavior
Animated agents and learning: Does the type of verbal feedback they provide matter?
Computers & Education
In situ observations of non-verbal emotional behaviours for multimodal avatar design in e-commerce
Proceedings of the International Conference on Multimedia, Interaction, Design and Innovation
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This experimental study employed a 2x2x2 factorial design to investigate the effects of type of instruction (procedural module, attitudinal module), deictic gesture (presence, absence), and facial expression (presence, absence) on student perception of pedagogical agent persona, attitude toward the content, and learning. The interaction effect between type of instruction and agent nonverbal behavior (deictic gestures and facial expression) was also investigated. A total of 236 college students learned from an animated pedagogical agent that varied by two factors: deictic gestures and facial expression within one of two instructional environments: one training them to perform tasks within a software program (procedural learning outcome); the other focusing on changing their beliefs regarding intellectual property (attitudinal learning outcome). Results indicated that the main effects of agent facial expression and gesture as well as the interaction were significant for agent perception and learning. With regard to learning, for attitudinal instruction, participants learned more when the agent's facial expression was present but deictic gesture was absent; however, for procedural instruction, students learned more when the agent's gestures were present. These results are discussed in light of a preliminary pedagogical agent design principle that suggests that it is most desirable to employ the one nonverbal communicative behavior that is most appropriate to the learning outcome.