The effectiveness of games for educational purposes: a review of recent research
Simulation and Gaming
Think science!: entertainment education in interactive theaters
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Embodiment and copresence in collaborative interfaces
International Journal of Human-Computer Studies
Presence: Teleoperators and Virtual Environments
The politeness effect: Pedagogical agents and learning outcomes
International Journal of Human-Computer Studies
eTeacher: Providing personalized assistance to e-learning students
Computers & Education
Designing nonverbal communication for pedagogical agents: When less is more
Computers in Human Behavior
When too heavy is just fine: Creating trustworthy e-health advisors
International Journal of Human-Computer Studies
Embodied conversational agents in computer assisted language learning
Speech Communication
Presence: Teleoperators and Virtual Environments
We like to move it move it!: motivation and parasocial interaction
CHI '12 Extended Abstracts on Human Factors in Computing Systems
Virtual agents in retail web sites: Benefits of simulated social interaction for older users
Computers in Human Behavior
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Drawing upon the Entertainment-Education paradigm, this study evaluated the effectiveness of a computer-aided interactive test designed for stress management education targeting college students. The presence (vs. absence) of a virtual agent incorporated into the interactive test was proposed as the key factor that induces enjoyment and educational outcomes. The interactive test consisted of scenarios describing stressful situations that could occur in college students' everyday lives. Furthermore, college students could relate the concerns raised by these hypothetical situations to the ways they manage their stress and mental health. After the student's choice behavior in each scenario, a virtual agent conveyed health-related educational messages via a text-modal dialogue box. Participants who took the interactive test in which there was a virtual agent perceived the test as more educational and entertaining than those who took the test without a virtual agent. Results of a path analysis also revealed a significant mediating role of enjoyment on educational outcomes (i.e., students' enjoyment of the interactive test mediated the effects of the presence of a virtual agent on their perceived educational value of health information), thus confirming the Entertainment-Education link. In addition, engaging in the interactive test resulted in stress management self-efficacy improvement. Theoretical and practical implications are discussed.