Deictic and emotive communication in animated pedagogical agents
Embodied conversational agents
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These days there are many e-learning websites for children presenting learning contents with animated pedagogical agents on screen. Therefore we investigated the effects of embodied tangible agents outside of the screen for children's interest and learning. All experiments were conducted with 6-7 year old children and stimulus was a kind of storybook-animation. As a result, with embodied agents outside of the screen, children felt higher degree of agent presence, and also a higher degree of an interest about agents and more interaction with agents. And it induced stronger persona effects in learning than with animated agents on the screen. Also children had a statistically significant increase in vocabulary learning. This study had implication about designing effective tangible agents for children.