When interacting with students, teachers usually combine several communication modalities (speech, hand gestures, gaze, posture, facial expression, graphics on a blackboard, slides...) and have to adapt their communication to the lecture settings (computer knowledge of the students, duration of the lecture...). Although educational resources and intelligent tutoring systems are developing, they...

Animated Pedagogical Agents (APAs) can be defined as computer-based characters with 2D or 3D animated representation and interactive capabilities through one or more modalities (e.g. text, speech, emotion, gesture, eyes movements) (Clarebout, Elan, & Johnson., 2002; Clark & Choi,, 2005, Craig, Driscoll, & Gholson, 2004; Craig, Gholson, & Driscoll, 2002; Gulz & Haake, 2006). Importantly, APAs ha...

There is increasing interest in the use of animated agents in e-learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e-learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated a...

A computer-based distance learning system should interact with students, adapt to the needs of individual students, support interaction with teachers and other students, and be easy to author. The Advanced Distance Education (ADE) project is developing specialized applications of World Wide Web technology in order to meet these objectives. ADE combines Web browsers and servers with intelligent ...

Intelligent pedagogical agents (IPA) are aimed to support learning in virtual worlds. Motivations for adopting IPAs in virtual worlds are to compensate for lack of human pedagogical presence, to improve student engagement, and having autonomous support. Given named challenges to realizing IPAs in virtual worlds, a proposed solution approach is to simulate IPAs with targeted scenarios with intel...

Humans draw on their stereotypic beliefs to make assumptions about others. Even though prior research has shown that individuals respond socially to media, there is little evidence with regards to learners stereotyping and categorizing pedagogical agents. This study investigated whether learners stereotype a pedagogical agent as being knowledgeable or not knowledgeable and how this acuity influ...

This paper explores the potentials of a new type of pedagogical agent – a Challenger Teachable Agent. The aim of such a pedagogical agent is to increase engagement and motivation, and challenge students into deeper learning and metacognitive reasoning. It is based on the successful implementation of the Learning by Teaching approach in Teacheable Agents, and in addition it draws on previous wor...

In this paper we present SinCity, a pedagogical testbed to compare multi-agent learning strategies. SinCity has been developed in NetLogo and it can be considered as an extension of the simple predator-prey pursuit problem. In our case, we model a police/thief pursuit in an urban grid environment where several elements (cars, traffic lights, etc.) may interact with the agents in the simulation....

This paper introduces a new research work that aims to improve embodied conversational agents with tutor behavior by endowing them with the capability to generate feedback in pedagogical interactions with learners. The virtual agent feedback and the interpretation of the user’s feedback are based on the knowledge of the environment (informed virtual environment), the interaction and the pedagog...

this paper evaluates pedagogical grammar in the coursebooks of teaching persian non-iranian language learners. the study is based on communicative approach and pedagogical grammar. to evaluate the contents of those books, several checklists and grading scales were investigated and finally, an integrated checklist consisted of 20 questions was provided to be used in this study. in providing this...