The effect of an artificial agent's vocal expressiveness on immediacy and learning

Background Though pedagogical artificial agents are expected to play a crucial role in the years come, earlier studies provide inconsistent results regarding their effect on learning. This might be because potential for exhibiting subtle nonverbal behaviours we know from human teachers has been untapped. What is more, there little evidence of processes underlying (either or artificial) learning, so as better guide practical application. Objectives The aims current research were threefold: firstly, examine an agent's vocal expressiveness non-verbal immediacy (teachers' ability increase psychological closeness through communication). Secondly, test whether agent showing strong will enhance affective and cognitive learning (perceived actual), compared that shows weak expressiveness. Thirdly, mechanisms motivation attention explain (and thereby also expressiveness) two outcomes. Methods study used between-participants design, with participants being randomly assigned one experimental conditions: modelling Results conclusions showed increased perceived Partial support was found actual our findings revealed related it promotes immediacy. Finally, provided mediator path Major takeaways verify important traditional educational settings. However, these apply essential, given landscape changing reshaping by intelligence. Thus, taking into consideration development voice assistants like Alexa, Siri, Google assistant, way experience learners imperative value, since they more societies.