Gender affordances of conversational agents DOI
Sheryl Brahnam, Antonella De Angeli

Interacting with Computers, Journal Year: 2012, Volume and Issue: 24(3), P. 139 - 153

Published: May 1, 2012

Journal Article Gender affordances of conversational agents Get access Sheryl Brahnam, Brahnam * aCollege Business Administration, Computer Information Systems, Missouri State University, 901 S. National, Springfield, MO 65804, USA Corresponding author. Tel.: +1 417 873 9979; fax: 836 6907. E-mail addresses:[email protected](S. Brahnam), [email protected] (A. De Angeli). Search for other works by this author on: Oxford Academic Google Scholar Antonella Angeli bManchester School, The University Manchester, UK Interacting with Computers, Volume 24, Issue 3, May 2012, Pages 139–153, https://doi.org/10.1016/j.intcom.2012.05.001 Published: 14 April 2012 history Received: 02 June 2010 Revision received: 05 March Accepted:

Language: Английский

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context DOI
Jeremy N. Bailenson,

Nick Yee,

Jim Blascovich

et al.

Journal of the Learning Sciences, Journal Year: 2008, Volume and Issue: 17(1), P. 102 - 141

Published: Feb. 15, 2008

Abstract This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with goal improving learning in digital environments. We first describe technology theories behind then report data from 4 empirical studies. In Experiment 1, we demonstrated that teachers augmented perception (i.e., receiving visual warnings alerting them students not enough teacher eye gaze) were able spread their attention more equally among than without perception. Experiments 2 3, by breaking rules spatial proximity exist physical space, can learn being center teacher's field view (compared periphery) closer farther away). 4, inserting co-learners who either model or distracting changed abilities experiment participants conformed co-learners. Results suggest will have a unique ability alter dynamics transformed interaction. would like thank Roy Pea, Byron Reeves, Stanford LIFE lab for helpful suggestions Sandra Okita Dan Schwartz as well detailed comments on an earlier draft this article. work was supported part National Science Foundation Grant 0527377. Notes

Language: Английский

Citations

526
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning DOI
Sang Joon Lee,

Sandhya Srinivasan,

Trudian Trail

et al.

The Internet and Higher Education, Journal Year: 2011, Volume and Issue: 14(3), P. 158 - 163

Published: April 20, 2011

Language: Английский

Citations

381
Should AI-Based, conversational digital assistants employ social- or task-oriented interaction style? A task-competency and reciprocity perspective for older adults DOI Creative Commons
Veena Chattaraman, Wi‐Suk Kwon, Juan E. Gilbert

et al.

Computers in Human Behavior, Journal Year: 2018, Volume and Issue: 90, P. 315 - 330

Published: Aug. 27, 2018

Language: Английский

Citations

338
Virtual Customer Service Agents: Using Social Presence and Personalization to Shape Online Service Encounters DOI Open Access
Tibert Verhagen,

Jaap van Nes,

Frans Feldberg

et al.

Journal of Computer-Mediated Communication, Journal Year: 2014, Volume and Issue: 19(3), P. 529 - 545

Published: Feb. 17, 2014

By performing tasks traditionally fulfilled by service personnel and having a humanlike appearance, virtual customer agents bring classical elements to the web, which may positively influence satisfaction through eliciting social responses feelings of personalization. This paper sheds light on these dynamics proposing testing model drawing upon theories implicit personality, response, emotional contagion, interaction. The proposes friendliness, expertise, smile as determinants presence, personalization, online encounter satisfaction. An empirical study confirms cross-channel applicability friendliness expertise presence Overall, underlines that integration between technology personal aspects lead more encounters.

Language: Английский

Citations

312
Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning DOI
Catherine C. Chase, Doris B. Chin, Marily Oppezzo

et al.

Journal of Science Education and Technology, Journal Year: 2009, Volume and Issue: 18(4), P. 334 - 352

Published: June 29, 2009

Language: Английский

Citations

289
Do pedagogical agents make a difference to student motivation and learning? DOI
Steffi Heidig, Geraldine Clarebout

Educational Research Review, Journal Year: 2010, Volume and Issue: 6(1), P. 27 - 54

Published: Aug. 6, 2010

Language: Английский

Citations

259
Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning DOI Creative Commons
Jiahui Wang, Pavlo Antonenko

Computers in Human Behavior, Journal Year: 2017, Volume and Issue: 71, P. 79 - 89

Published: Jan. 30, 2017

Language: Английский

Citations

213
Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later DOI Open Access
W. Lewis Johnson, James C. Lester

International Journal of Artificial Intelligence in Education, Journal Year: 2015, Volume and Issue: 26(1), P. 25 - 36

Published: Sept. 24, 2015

Language: Английский

Citations

184
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE) DOI Creative Commons
Sascha Schneider, Maik Beege, Steve Nebel

et al.

Educational Psychology Review, Journal Year: 2021, Volume and Issue: 34(1), P. 1 - 38

Published: June 30, 2021

Abstract For a long time, research on individuals learning in digital environments was primarily based cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual with materials. Based these theories and empirical results, social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning Environments (CASTLE). CASTLE postulates cues materials activate schemata learners leading to enhanced (para-)social, motivational, emotional, metacognitive processes. To substantiate this theory, socio-cognitive are used, which predict influences Besides, previous findings presented assuming rising number materials, influence increases. Finally, consequences regarding design media discussed.

Language: Английский

Citations

140
Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review DOI Creative Commons
Chih‐Pu Dai, Fengfeng Ke

Computers and Education Artificial Intelligence, Journal Year: 2022, Volume and Issue: 3, P. 100087 - 100087

Published: Jan. 1, 2022

The field of education has experienced a transformation as artificial intelligence (AI) becomes increasingly applicable for learning purposes. AI the potential to transform social interactions in educational contexts among learners, teachers, and technologies. In this systematic mapping review, we focus on framing trends applications simulation-based learning. Fifty-nine studies met inclusion exclusion criteria. We coded analyzed six mapped categories literature review: (1) year-of-study trend, (2) methods, (3) technologies, (4) simulation, (5) study trends, (6) principles theories. To provide nuanced details from included literature, also synthesized three thematic trends: built virtual agents learning, infused with affective computing, leveraged assessments. Trend One builds general acknowledgement guide situated Two posits role states trajectories suggests related machine approaches. Three discusses techniques multimodal computing used assessment feedback. paper concludes implications suggestions research practice using

Language: Английский

Citations

132