Zhi Hong Chen National Central University Taiwan Educational agent Computersimulated virtual characters which have humanlike characteristics to enrich the individual learning context by virtual participants ID: 652124
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Slide1
Designing Educational Agents by Reciprocal Caring Approach
Zhi
-Hong Chen
National Central University, TaiwanSlide2
Educational agent
Computer-simulated virtual characters which have human-like characteristics to enrich the individual learning context by
virtual participants
(Chou et al., 2002)
2Slide3
Why educational agents attract research interests (1/2)
Reason #1:
Advanced multimedia technology
has enabled the development of educational agents with believable behaviors
E.g
, animated pedagogical agents with lifelike behaviors, such as nodding, eye-gazing and gestures
(Johnson,
Rickel
, & Lester, 2000)Slide4
Why educational agents attract research interests (2/2)
Reason #2:
Potential learning benefits
that educational agents bring have been reported
Exploration
(Hook et al., 2000)
Communication
(
Lester et al., 1997; 1999; Johnson et al., 2000
)
Negotiation
(
Bull & Pain, 1995; Bull, 2004
)
Reflection & articulation
(Goodman et al., 1998;
Tholander
et al., 1999)Slide5
Designing educational agents…
Students’
cognitive gains
are NOT the only considerable factor,
affective perceptions
of interacting with educational agents are also a significant factorSlide6
This is because… (1/2)
Some studies found that students have
NO
enough interests to use educational systemsAlthough they know these systems are
available
and
good for them
(Kay, 1995; Barnard & Sandberg, 1996; Bull, 2004)Slide7
This is because… (2/2)
Another opinion is based on the reflection of TEL:
“what is the main difference between educational agents and cognitive tools?”
We also design many cognitive tools
Educational agents should
NOT
be merely powerful cognitive tools, but also
affective agents
that can elicit students’ interest to interact, even care themSlide8
Animal companions (ACs)
We design
pet-style
educational agents, animal companions, by
reciprocal caring approach
Students-care-agents: students nurture ACs to deepen their relationship by game playing
Agents-care-students: agents provide
adaptive hints/scaffoldings
to help students learnSlide9
Buying foods and goods
Competition with other ACs
Nurturing AC
Training AC to become stronger
Students-care-agents
- $
- $
- $Slide10
Deeping relationship
Why computers should deepen relationship
Add a new dimension to the traditional
interactivity
(
Trappl
et al
., 2001)
Develop
the social
aspect of digital learning environments
(
Gulz
, 2005)
Be more adaptive to users’
feelings
(Picard, 1997)
Befriend
a computer
(Stern, 2002)
Build a long-term
social-emotional relationship (
Bichmore, 2003; Bichmore
& Picard, 2004)10Slide11
Keeper-to-pet relationship (
Melson
, 2001)
Children have
natural
attachments
to pets, since they both are simple, cute, and straight
This kind of relationship is easily elicited
(Beck &
Katcher
, 1996)
Children learn about love, loss, loyalty, nurture, and responsibility from interacting with their pets
11Slide12
About virtual pets…
Subjective reality
A kind of psychological or emotional phenomenon towards non-perfect realistic artifacts
E.g.
Tamagotchi
Therefore, we design animal companions as pet-style educational agents which need nurture and caring
12
(
Kusahara
, 2000
)Slide13
Conceptual diagram
Students-care-agents
Agents-care-students
Learning
Game-playing
Virtual coinsSlide14
Agents-care-students
Educational agents provide adaptive helps according to individual differences
ITS/AIED technologies can be applied
+ $
Chinese idiom learningSlide15
Thanks for your attention!