The media equation: how people treat computers, television, and new media like real people and places
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
How might people interact with agents
Software agents
The role of expectations in human-computer interaction
GROUP '99 Proceedings of the international ACM SIGGROUP conference on Supporting group work
The impact of animated interface agents: a review of empirical research
International Journal of Human-Computer Studies
Task-oriented collaboration with embodied agents in virtual worlds
Embodied conversational agents
Journal of Educational Multimedia and Hypermedia
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
Investigating different instructional approaches adopted in educational games
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
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Humans draw on their stereotypic beliefs to make assumptions about others. Even though prior research has shown that individuals respond socially to media, there is little evidence with regards to learners stereotyping and categorizing pedagogical agents. This study investigated whether learners stereotype a pedagogical agent as being knowledgeable or not knowledgeable and how this acuity influenced learning. Participants were assigned to four experimental conditions differing by agent (scientist or artist) and tutorial type (nanotechnology or punk rock). Quantitative analyses indicated that agents were stereotyped depending on their image and the academic domain under which they functioned. Regardless of tutorial, participants assigned to the artist agent recalled more information than participants assigned to the scientist agent. Learning differences between the groups varied according to whether agent appearance fit the content area under investigation. Qualitative results indicated learner's stereotypic expectations as well as their unwillingness to draw conclusions based on visual appearance.