The media equation: how people treat computers, television, and new media like real people and places
An iterative design methodology for user-friendly natural language office information applications
ACM Transactions on Information Systems (TOIS)
Interaction tactics for socially intelligent pedagogical agents
Proceedings of the 8th international conference on Intelligent user interfaces
Redefining the learning companion: the past, present, and future of educational agents
Computers & Education
Working with young children as technology design partners
Communications of the ACM - Interaction design and children
Design of animated pedagogical agents-A look at their look
International Journal of Human-Computer Studies
Better Game Characters by Design: A Psychological Approach (The Morgan Kaufmann Series in Interactive 3D Technology)
Modeling self-efficacy in intelligent tutoring systems: An inductive approach
User Modeling and User-Adapted Interaction
Simulating Instructional Roles through Pedagogical Agents
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
Introduction d'un compagnon dans un logiciel éducatif en classe
Proceedings of the Ergonomie et Informatique Avancee Conference
Designing affective animations with children as design partners using role-playing
23rd French Speaking Conference on Human-Computer Interaction
Developing an embodied pedagogical agent with and for young people with autism spectrum disorder
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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Embodied Pedagogical Agents (EPA) are increasingly employed in educational applications, for a variety of users and purposes. However, studies have shown that visual appearance, communicative style, and pedagogical roles of agents impact their acceptance, trust, and user interaction [1, 2, 3, 4]. In this paper, we present a study where 86 primary school children (aged 7-11) chose an EPA to ‘accompany' them in their learning of multiplications in the ITS application, Multipliotest. The children used two versions of the software, one with an instructor EPA, and another with a learning companion EPA. Additionally, the children selected a visual appearance for each EPA: simplified or detailed, and naturalistic (humanoid-shaped) or stylized (smiley-shaped). Investigations of the possible relationships between pedagogical roles and visual appearance with respect to user preference are outlined, along with the study limitations, and considerations for future work.