The role of emotion in believable agents
Communications of the ACM
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
Embodied conversational interface agents
Communications of the ACM
The impact of animated interface agents: a review of empirical research
International Journal of Human-Computer Studies
Word for Windows 6 for Dummies
Word for Windows 6 for Dummies
Vincent, an Autonomous Pedagogical Agent for On-the-Job Training
ITS '98 Proceedings of the 4th International Conference on Intelligent Tutoring Systems
The PPP persona: a multipurpose animated presentation agent
AVI '96 Proceedings of the workshop on Advanced visual interfaces
Discovering Statistics Using SPSS
Discovering Statistics Using SPSS
International Journal of Human-Computer Studies - Special issue: Subtle expressivity for characters and robots
Affective Gendered Learning Companions
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
ICALT '11 Proceedings of the 2011 IEEE 11th International Conference on Advanced Learning Technologies
Affective guidance of intelligent agents: How emotion controls cognition
Cognitive Systems Research
Animated agents and learning: Does the type of verbal feedback they provide matter?
Computers & Education
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Pedagogical agents can provide important support for the user in human-computer interaction systems. This paper examines whether a supplementary, motivating agent in a print tutorial can enhance student motivation and learning in software training. The agent served the role of motivator, attending the students to issues of task relevance and self-efficacy. The agent was presented in the tutorial by means of images and written messages. An experiment compared the agent condition with a no-agent (control) condition. Participants were 49 students (mean age 11.3years) from the upper grades of elementary school. Data on motivation and learning were gathered before, during and after training. The findings revealed that students in the agent condition did significantly better on skills measures during and after training (i.e., performance indicators, posttest, and retention test). In addition, marginally significant differences favoring these students were found for flow experience during training and for motivational gains on task relevance and self-efficacy after training. The design strategies of the motivating agent are considered relevant for the creation of Animated Pedagogical Agents.