Interacting with Computers,
Год журнала:
2012,
Номер
24(3), С. 139 - 153
Опубликована: Май 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:
Journal of the Learning Sciences,
Год журнала:
2008,
Номер
17(1), С. 102 - 141
Опубликована: Фев. 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
Journal of Computer-Mediated Communication,
Год журнала:
2014,
Номер
19(3), С. 529 - 545
Опубликована: Фев. 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.
Educational Psychology Review,
Год журнала:
2021,
Номер
34(1), С. 1 - 38
Опубликована: Июнь 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.
Computers and Education Artificial Intelligence,
Год журнала:
2022,
Номер
3, С. 100087 - 100087
Опубликована: Янв. 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
