Designing Culturally Authentic Pedagogical Agents

Ethnicity has been defined primarily by the physical appearance of pedagogical agents. Research has shown that shared ethnicity between the agent and the user reflects in a positive perception of the agent's capabilities and provides motivation for learning tasks for students of color (Baylor, 2005; Nass et al., 2000). However, research has failed to examine what kinds of implementations of pedagogical agents are the most authentic representations. As designers of educational technology, pedagogical agents should be designed to reflect authentic portrayals of ethnic groups. I argue that ethnicity includes more than physical appearance but encompasses verbal and nonverbal behaviors as well. I observe verbal and nonverbal behaviors of African American preschool children as they participate in storytelling. I have adapted Cassell’s (2000) methodology to the construction of ethnically authentic pedagogical agents. My research goal is to design culturally authentic agents that bridge the gap between language skills practiced outside the classroom setting and those language skills required in the classroom.