Agent theories, architectures, and languages: a survey
ECAI-94 Proceedings of the workshop on agent theories, architectures, and languages on Intelligent agents
Guarantees for autonomy in cognitive agent architecture
ECAI-94 Proceedings of the workshop on agent theories, architectures, and languages on Intelligent agents
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Integrating pedagogical capabilities in a virtual environment agent
AGENTS '97 Proceedings of the first international conference on Autonomous agents
An Actor Based Architecture for Intelligent Tutoring Systems
ITS '96 Proceedings of the Third International Conference on Intelligent Tutoring Systems
Building Multi-modal Personal Sales Agents as Interfaces to E-commerce Applications
AMT '01 Proceedings of the 6th International Computer Science Conference on Active Media Technology
DÓRIS - Pedagogical Agent in Intelligent Tutoring Systems
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Motivating agents in software tutorials
Computers in Human Behavior
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Animated pedagogical agents are a promising new way to motivate learners that interact with learning environments. However, the majority of the animated agents lack in their autonomy from the learning environment, that is, most of the animated agents are fully embedded in their respective learning environments. In this paper we consider the autonomy of pedagogical agents in two ways: first its autonomy in relation to the control of a user and, and second, its autonomy in relation to the environment. We argue that, to achieve reusability, these two types of autonomy should be considered when developing animated pedagogical agents. To support this argument, we describe a Webbased pedagogical agent called Vincent that embeds these two types of autonomy. Vincent not only combines a set of sensors and actors establishing a communication through messages with several external learning environments, but also determines the best feedback to provide to the learners, having a set of visual and audio behaviors that correspond to emotional attitudes.