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J. Robertson, B. Cross, H. MacLeod, and P. Wiemer-Hastings. Children's interactions with animated agents in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 14:335–357, 2004.
Although animated pedagogical agents are frequently found in intelligent tutoring systems and interactive learning environments, their effect on users' attitudes and learning requires further investigation. This paper reports findings of a field study designed to investigate the impact of animated pedagogical agents on primary school children's attitudes to and interactions with the StoryStation system. Sixty pupils used either a version of StoryStation with an animated agent interface or an equivalent one with a normal graphical user interface to write a story. Analysis of questionnaire data indicated that pupils who used the agent version rated StoryStation more highly than those who used the non-agent version. Analysis of program use revealed that girls tended to interact more with the agent version, while boys tended to interact more with the non-agent version.
@Article{Robertson:2004,
author = {J. Robertson and B. Cross and H. MacLeod and P. Wiemer-Hastings},
title = {Children's interactions with animated agents in an intelligent tutoring system},
journal = {International Journal of Artificial Intelligence in Education},
year = 2004,
volume = 14,
pages = {335-357},
bib2html_rescat = {Artificial Intelligence in Education},
bib2html_pubtype = {Journal},
abstract = {Although animated pedagogical agents are frequently found in intelligent tutoring systems and interactive learning environments, their effect on users' attitudes and learning requires further investigation. This paper reports findings of a field study designed to investigate the impact of animated pedagogical agents on primary school children's attitudes to and interactions with the StoryStation system. Sixty pupils used either a version of StoryStation with an animated agent interface or an equivalent one with a normal graphical user interface to write a story. Analysis of questionnaire data indicated that pupils who used the agent version rated StoryStation more highly than those who used the non-agent version. Analysis of program use revealed that girls tended to interact more with the agent version, while boys tended to interact more with the non-agent version.}
}
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