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The impact and implications of virtual character expressiveness on learning and agent–learner interactions
Author(s) -
Veletsianos G.
Publication year - 2009
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2009.00317.x
Subject(s) - task (project management) , psychology , character (mathematics) , virtual agent , cognitive psychology , human–computer interaction , computer science , geometry , mathematics , management , economics
The possible benefits of agent expressiveness have been highlighted in previous literature; yet, the issue of verbal expressiveness has been left unexplored. I hypothesize that agent verbal expressiveness may improve the interaction between pedagogical agents and learners, ultimately enhancing learning outcomes. Evidence from a quasi‐experimental investigation, indicates that learners who interacted with an expressive agent 1) scored higher on a post‐task exam; and 2) rated the agent's ability to interact higher, than learners who interacted with a nonexpressive agent. Qualitative results provided insight into this finding, while indicating the complexity of deploying pedagogical agents in educational settings.