The media equation: how people treat computers, television, and new media like real people and places
Analyzing a new learning strategy according to different knowledge levels
Computers & Education
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
The impact of animated interface agents: a review of empirical research
International Journal of Human-Computer Studies
Computers as Cognitive Tools: No More Walls
Computers as Cognitive Tools: No More Walls
Internet for English Teaching
Technology support for complex problem solving: from SAD environments to AI
Smart machines in education
Socially Intelligent Agents: Creating Relationships with Computers and Robots
Socially Intelligent Agents: Creating Relationships with Computers and Robots
Autonomous Agents and Multi-Agent Systems
People Power: A Human-Computer Collaborative Learning System
ITS '92 Proceedings of the Second International Conference on Intelligent Tutoring Systems
Andes: A Coached Problem Solving Environment for Physics
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Should I Teach My Computer Peer? Some Issues in Teaching a Learning Companion
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Individual Preferences in E-Learning
Individual Preferences in E-Learning
International Journal of Human-Computer Studies - Special issue: Subtle expressivity for characters and robots
Design of animated pedagogical agents-A look at their look
International Journal of Human-Computer Studies
Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence
International Journal of Artificial Intelligence in Education
Simulating Instructional Roles through Pedagogical Agents
International Journal of Artificial Intelligence in Education
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This paper introduces two experimental studies that have examined the efficacy of agent presence in relation to learner attributes and affect. With 132 high school females, Study 1 investigated the effects of learners' prior math attitudes (high vs. low) and prior math self-efficacy (high vs. low) on the changes in their attitudes and self-efficacy after working at a pedagogical agent-based environment. The results indicated that the females with low prior math attitudes significantly increased their math attitudes after working at the environment, whereas the attitudes of females with high prior math attitudes did not significantly change. The same trend was observed for their math self-efficacy. Study 2 investigated the interaction of learner gender, learner sociability (low-sociable vs. high-sociable) and agent presence (present vs. absent) on learners' math attitudes, math self-efficacy and learning with 180 male and female high school students. The results showed that for both male and female students, low-sociable students had significantly more positive math attitudes after working with an agent than without an agent, whereas high-sociable students had significantly more positive math attitudes after working at the learning environment without an agent than with an agent. The same was true for math self-efficacy. The learners significantly increased their learning regardless of the conditions. The implications of the findings are discussed.