Deictic and emotive communication in animated pedagogical agents
Embodied conversational agents
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Evaluating affective interfaces: innovative approaches
CHI '05 Extended Abstracts on Human Factors in Computing Systems
Automatic detection of learner's affect from conversational cues
User Modeling and User-Adapted Interaction
"Open Learner Models: Research Questions" Special Issue of the IJAIED
International Journal of Artificial Intelligence in Education
A Look at the Roles of Look & Roles in Embodied Pedagogical Agents - A User Preference Perspective
International Journal of Artificial Intelligence in Education
Affect and Usage Choices in Simulation Problem-Solving Environments
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Educational Software Features that Encourage and Discourage “Gaming the System”
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Designing affective animations with children as design partners using role-playing
23rd French Speaking Conference on Human-Computer Interaction
Core aspects of affective metacognitive user models
UMAP'11 Proceedings of the 19th international conference on Advances in User Modeling
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There is a growing interest in studying the potential of including models of emotion in Embodied Pedagogical Agents (EPA), included in Computer-Assisted Learning (CAL) software. Children's understanding and response to emotions matures alongside their cognitive development. Any model of emotions embedded in an EPA will impact children's responses, and use of the EPA characters. Therefore EPA design should include both user characteristics and the pedagogical purposes behind the CAL system. This paper presents the participatory design of an EPA's affective responses to children's interaction with mathematical software. The participatory design sessions were performed with teachers as partners in designing the affective learning components. The results of a pilot study on children's responses to the emotional sequence defined in the model will be introduced, as a separate study. Finally, a plan of future research is presented to further validate the model's potential for CAL systems, including the integration two software learning applications constructed during the design sessions with teachers