The media equation: how people treat computers, television, and new media like real people and places
Analyzing a new learning strategy according to different knowledge levels
Computers & Education
Intelligent user interface design for teachable agent systems
Proceedings of the 8th international conference on Intelligent user interfaces
Establishing and maintaining long-term human-computer relationships
ACM Transactions on Computer-Human Interaction (TOCHI)
Interaction Design: Beyond Human Computer Interaction
Interaction Design: Beyond Human Computer Interaction
Modeling and evaluating empathy in embodied companion agents
International Journal of Human-Computer Studies
The politeness effect: Pedagogical agents and learning outcomes
International Journal of Human-Computer Studies
Simulating Instructional Roles through Pedagogical Agents
International Journal of Artificial Intelligence in Education
International Journal of Artificial Intelligence in Education
Evaluating the effects of behavioral realism in embodied agents
International Journal of Human-Computer Studies
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Animated agents and learning: Does the type of verbal feedback they provide matter?
Computers & Education
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Although different educational agents have been proposed to facilitate student learning, most of them operate from a ''smart'' (i.e., intelligent and autonomous) perspective. Recently, a so-called ''non-smart'' perspective is also attracting increasing interest, and is now regarded as a topic worthwhile of researching. To this end, this study utilizes a reciprocal caring approach for the development of a pet-styled educational agent, named My-Pet, designed to help elementary school students learn Chinese idioms. The effects of the reciprocal caring approach are evaluated in two experiments. The results indicate that the My-Pet system could enhance students' relationship with educational agents, but do not contribute to students' learning achievement and efficiency. Based on these results, some implications on the value aspect of motivation and reflections on the further design of educational agents are discussed.