Towards a conversational pedagogical agent capable of affecting attitudes and self-efficacy
نویسندگان
چکیده
In this paper we discuss how social conversation with an agent in an educational math game can be used in order to gain pedagogical benefits, for example to increase positive attitudes towards learning math and math selfefficacy. We present the iterative development of the conversational module, architectural considerations, and the type of dialogue phenomenon that support the pedagogical interventions.
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