How pedagogical agents communicate with students: A two-phase systematic review

Technological advancements have improved the capabilities of pedagogical agents to communicate with students. However, an increased use in learning environments calls for a deeper understanding student–agent communication assess effectiveness learning. This study is two-phase systematic review scientific papers on agent research published between 2010 and 2020, including original papers. In first phase, this analyses literature reviews meta-analyses find status gaps. The findings indicate that agents' characteristics impact been reviewed, but its relation not. second empirical studies are reviewed classified into three categories describe how facilitates students' through (1) intrapersonal processes, (2) interpersonal students agent, (3) by facilitating group. show can enhance motivation, self-regulation, self-efficacy, metacognition. At level, aim scaffold giving feedback, prompts, hints from processes results. Pedagogical also support group discussions directing collaboration. Despite rapid technological advancements, not level fluently human-like, which likely reduce their usability concludes agents’ needs be developed toward adaptive, adequate, relational, logical communication, requires multidisciplinary theoretical approach, artificial intelligence, affective computing, psychometric assessments. Recommendations future addressing gaps identified discussed.