CNLS '89 Proceedings of the ninth annual international conference of the Center for Nonlinear Studies on Self-organizing, Collective, and Cooperative Phenomena in Natural and Artificial Computing Networks on Emergent computation
STEVE (video session): a pedagogical agent for virtual reality
AGENTS '98 Proceedings of the second international conference on Autonomous agents
Embodied agents for multi-party dialogue in immersive virtual worlds
Proceedings of the first international joint conference on Autonomous agents and multiagent systems: part 2
Intelligent Pedagogical Agents with Multiparty Interaction Support
IAT '04 Proceedings of the IEEE/WIC/ACM International Conference on Intelligent Agent Technology
Grounding Concept in Percept: Learning Physics Experientially in Multi-User Virtual Worlds
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
C-VISions: socialized learning through collaborative, virtual, interactive simulations
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Lifelike pedagogical agents and affective computing: an exploratory synthesis
Artificial intelligence today
ACM SIGGRAPH 2006 Educators program
Hi-index | 0.00 |
This paper describes current work directed at dealing with students' learning impasses that can arise when they are unable to make further learning progress while interacting in a 3D virtual world. This kind of situation may occur when group members do not possess the requisite knowledge needed to bootstrap themselves out of their predicament or when all group members mistakenly believe that their incorrect conceptual understanding of a science phenomenon is correct. The work reported here takes place in C--VISions, a socialized collaborative learning environment. To deal with such learning impasses, we have developed multiple embodied pedagogical agents and introduced them into the C--VISions environment. The agents are used to trigger experientially grounded cognitive dissonance between students and thereby to induce conceptual conflict that requires resolution. We describe the design and implementation of our agents which take on different functional roles and are programmed to aid students in the conflict resolution process. A description of multi agent-user interaction is provided to demonstrate how the agents enact their roles when students encounter a learning impasse.