The media equation: how people treat computers, television, and new media like real people and places
Affective computing
International Journal of Human-Computer Studies
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Pedagogical Agents as Learning Companions: Building Social Relations with Learners
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Playing with virtual peers: bootstrapping contingent discourse in children with autism
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Motivating mobility: designing for lived motivation in stroke rehabilitation
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Hi-index | 0.00 |
It is well-documented that advanced technology can scaffold learning and cognitive development and also that human-peer models in classrooms positively influence learner motivation, in particular, self-efficacy in specific tasks. This paper describes three exploratory studies that investigated the potential of virtual peers (VP, animated digital characters designed as peer-like) to scaffold college students' motivation towards lesson-planning tasks. The studies examined how differing characteristics of the VPs motivated learners, as measured by learners' task-related self-efficacy beliefs and learner interest in the task and in working with the VPs. Study 1 examined the competency and interaction type of a VP; Study 2 examined the gender and emotional expression of VPs; and Study 3 examined the gender and emotional response of VPs. Results indicated the close relationships between learner motivation and VP characteristics. These findings support for the instructional utility of the virtual peers as motivational scaffolds.