Social inhibition in immersive virtual environments
Presence: Teleoperators and Virtual Environments
Developing interpersonal relationships with virtual agents through social instructional dialog
IVA'10 Proceedings of the 10th international conference on Intelligent virtual agents
Interpersonal variation in understanding robots as social actors
Proceedings of the 6th international conference on Human-robot interaction
Persistent effects of social instructional dialog in a virtual learning environment
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Intercultural negotiation with virtual humans: the effect of social goals on gameplay and learning
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
"Oh dear stacy!": social interaction, elaboration, and learning with teachable agents
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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Three studies tested the hypothesis that the mere belief in having a social interaction with someone improves learning, more attention and higher arousal. Participants studied a passage on fever mechanisms. They entered a virtual reality (VR) environment and met an embodied agent. The participant either read aloud or silently, scripted questions on the fever passage. In the avatar-aloud and avatar-silent conditions, participants were told that the virtual representation was controlled by a person. The agent condition was told that the virtual representation was a computer program. All interactions within VR were held constant, but the avatar conditions exhibited better learning, more attention, and higher arousal. Further results suggest that this was not due to social belief per se, but rather in the belief of taking a socially relevant action.