This paper presents findings of a pilot study which used pedagogical agents to examine disclosure in educational settings. The study used responsive evaluation to explore how use of pedagogical agents might affect students’ truthfulness and disclosure by asking them to respond to a lifestyle choices survey delivered by a webbased pedagogical agent. Findings indicate that emotional connection wi...

Feedback is a crucial element in the learning process and it can be quite challenging to provide the right feedback upon which students can act upon to improve their learning. Providing proper feedback is even more challenging in contemporary educational environments due the presence of a number of factors such as: changing expectations of students, variety of teaching modes, etc. Our objective...

This paper describes two affect-sensitive variants of an existing intelligent tutoring system called AutoTutor. The new versions of AutoTutor detect learners’ boredom, confusion, and frustration by monitoring conversational cues, gross body language, and facial features. The sensed cognitive-affective states are used to select AutoTutor’s pedagogical and motivational dialogue moves and to drive...

In this article we will develop the following hypothesis as it relates to the field of educational technology in higher education: students, teachers, and educational institutions are all concerned with a common underlying “learning model.” The organization of these various levels (students, teachers, institutions) around learning may be considered as a guide and as a sign of an expected educat...

Genomic imprinting is an epigenetic phenomenon causing parent-of-origin specific differential expression of maternally and paternally inherited alleles. While many imprinted genes have been identified in plants, the functional roles of most of them are unknown. In this study, we systematically examine the functional requirement of paternally expressed imprinted genes (PEGs) during seed developm...

Despite the increasing numbers of online courses, there have been several concerns and criticisms related to teaching and learning in e-learning. Previous research has suggested that students are often dissatisfied and frustrated with their elearning courses. A more important issue is that e-learning has not led to pedagogical changes. A large percentage of e-learning courses have been develope...

Motivated by the increasing demand for software engineering professionals, in particular project managers, by the dissemination of the use of games as an attractive instrument in the learning process and by the universalization of the Web platform as a catalyst of human relations nowadays, this chapter proposes the use of a Persistent Browser-Based Game as a support in the qualifying process fo...

Game Based Learning Systems (GBLSs) constitute motivating learning environments. However, despite of many years of research in the area, this kind of system has been used only in a few real learning situations since, its design, development and adaptation still face several barriers. In fact, GBLS design is a complex process. It requires the intervention of actors with specific skills and exper...

Though numerous research reports have provided a body of information about benefits of elearning there are barriers such as, asynchronous communication channels, lack of personalisation, which decrease the level of interaction between the learner and instructor [13],[14].The aim of this paper is to discuss and outline a framework on e-learning pedagogical and technology issues which provide a b...

This chapter provides an overview of second language learning and an approach on how wireless collaborative virtual reality can contribute to resolving important pedagogical challenges. Second language learning provides an exceptional opportunity to employ mobility and multimedia in the context of justin-time-learning in formal learning situations, or ubiquitous and lifelong learning in more in...