A Look at the Roles of Look & Roles in Embodied Pedagogical Agents - A User Preference Perspective
(2009) In International Journal of Artificial Intelligence in Education 19(1).- Abstract
- . The paper presents a theoretical framework addressing three aspects of embodied pedagogical agents: visual static appearance, pedagogical role, and communicative style. The framework is then applied to a user study where 90 school children (age 12 15) in a dummy multimedia program were presented with either an instructor or a learning companion condition. They were then to choose between eight visually different embodied pedagogical agents: four more naturalistic (detailed & 3D-rendered) and four more stylized (simplified & cartoonish). Finally the participants were to choose between a strictly task-oriented versus a task- and relation-oriented pedagogical agent.
The goal of the study was to explore possible relations... (More) - . The paper presents a theoretical framework addressing three aspects of embodied pedagogical agents: visual static appearance, pedagogical role, and communicative style. The framework is then applied to a user study where 90 school children (age 12 15) in a dummy multimedia program were presented with either an instructor or a learning companion condition. They were then to choose between eight visually different embodied pedagogical agents: four more naturalistic (detailed & 3D-rendered) and four more stylized (simplified & cartoonish). Finally the participants were to choose between a strictly task-oriented versus a task- and relation-oriented pedagogical agent.
The goal of the study was to explore possible relations between the three aspects mentioned above with respect to user preferences. Results were: (i) When the agent was introduced as a learning companion, female students displayed a significant tendency to choose a more stylized visual character, (ii) When the agent was introduced as a learning companion, female students displayed a significant tendency to choose a task- and relation-oriented agent, (iii) In the case when students had chosen a more stylized character, there was a significant tendency to choose a task- and relational-oriented agent.
The paper also discusses limitations and strengths of the study, and advocates careful descriptions in studies of this kind – especially regarding the notion of visual realism. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1364653
- author
- Haake, Magnus LU and Gulz, Agneta LU
- organization
- publishing date
- 2009
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- naturalism, realism, communicative style, stylization., pedagogical role, embodied pedagogical agent, visual style, SoTL
- in
- International Journal of Artificial Intelligence in Education
- volume
- 19
- issue
- 1
- publisher
- International AIED Society
- ISSN
- 1560-4306
- project
- Thinking in Time: Cognition, Communication and Learning
- language
- English
- LU publication?
- yes
- id
- c99bf3d8-de86-414c-9122-1012b0c8fafa (old id 1364653)
- date added to LUP
- 2016-04-04 14:24:50
- date last changed
- 2018-11-21 21:20:11
@article{c99bf3d8-de86-414c-9122-1012b0c8fafa, abstract = {{. The paper presents a theoretical framework addressing three aspects of embodied pedagogical agents: visual static appearance, pedagogical role, and communicative style. The framework is then applied to a user study where 90 school children (age 12 15) in a dummy multimedia program were presented with either an instructor or a learning companion condition. They were then to choose between eight visually different embodied pedagogical agents: four more naturalistic (detailed & 3D-rendered) and four more stylized (simplified & cartoonish). Finally the participants were to choose between a strictly task-oriented versus a task- and relation-oriented pedagogical agent.<br/><br> The goal of the study was to explore possible relations between the three aspects mentioned above with respect to user preferences. Results were: (i) When the agent was introduced as a learning companion, female students displayed a significant tendency to choose a more stylized visual character, (ii) When the agent was introduced as a learning companion, female students displayed a significant tendency to choose a task- and relation-oriented agent, (iii) In the case when students had chosen a more stylized character, there was a significant tendency to choose a task- and relational-oriented agent.<br/><br> The paper also discusses limitations and strengths of the study, and advocates careful descriptions in studies of this kind – especially regarding the notion of visual realism.}}, author = {{Haake, Magnus and Gulz, Agneta}}, issn = {{1560-4306}}, keywords = {{naturalism; realism; communicative style; stylization.; pedagogical role; embodied pedagogical agent; visual style; SoTL}}, language = {{eng}}, number = {{1}}, publisher = {{International AIED Society}}, series = {{International Journal of Artificial Intelligence in Education}}, title = {{A Look at the Roles of Look & Roles in Embodied Pedagogical Agents - A User Preference Perspective}}, volume = {{19}}, year = {{2009}}, }