The second self: computers and the human spirit
The second self: computers and the human spirit
The media equation: how people treat computers, television, and new media like real people and places
Treating Psychological and Physical Disorders with VR
IEEE Computer Graphics and Applications
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Should I Teach My Computer Peer? Some Issues in Teaching a Learning Companion
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Using Augmented Reality to Treat Phobias
IEEE Computer Graphics and Applications
When observation beats doing: learning by teaching
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Virtual experiences, physical behaviors: The effect of presence on imitation of an eating avatar
Presence: Teleoperators and Virtual Environments
Literacy learning by storytelling with a virtual peer
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Effects of facial similarity on user responses to embodied agents
ACM Transactions on Computer-Human Interaction (TOCHI)
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Advancements in technology have brought about new forms of learning and online instruction that allow communication through virtual representations without physically meeting in person. This study builds on previous work involving recursive feedback that tests the hypothesis that an important facet of learning-by-teaching is the opportunity to watch one's pupil perform. Sixty graduate students examined the value of recursive feedback that occurred when tutors observed their pupil subsequently apply what they had been taught. The study took place in the virtual environment Second Life where adults tutored another adult about human biology through their virtual representations. The tutors who observed their pupil avatar interact with an examiner exhibited superior learning relative to several control conditions that included learning-by-teaching elements but not recursive feedback. The second study examined the effect of popular design choices on recursive feedback during learning-by-teaching (e.g., customization, look-alike features). The customization condition involved tutoring a pupil avatar that the participant customized prior to the study and observing the pupil avatar answer questions. The doppelganger look-alike condition involved tutoring a pupil avatar that looked like the participant and observing the pupil avatar answer questions. Results showed that conscious awareness of look-alike features and the extent to which one customizes the pupil avatar influences learning.