I have a new publication out that deals with the degree to which students stereotype virtual characters (short answer: yes they do and this behavior influences learning processes, but sometimes they resist. Or, they say that they resist. It’s a bit more complex than that, but the results present an interesting thinking exercise). This one has been “in the works” for more than a couple of years, but it’s recently been updated because interest on the topic seems to be growing.

Veletsianos, G. (2010). Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning. Computers & Education, 55(2), 576-585. [pre-print PDF]

Abstract: Humans draw on their stereotypic beliefs to make assumptions about others. Even though prior research has shown that individuals respond socially to media, there is little evidence with regards to learners stereotyping and categorizing pedagogical agents. This study investigated whether learners stereotype a pedagogical agent as being knowledgeable or not knowledgeable and how this acuity influenced learning. Participants were assigned to four experimental conditions differing by agent (scientist or artist) and tutorial type (nanotechnology or punk rock). Quantitative analyses indicated that agents were stereotyped depending on their image and the academic domain under which they functioned. Regardless of tutorial, participants assigned to the artist agent recalled more information than participants assigned to the scientist agent. Learning differences between the groups varied according to whether agent appearance fit the content area under investigation. Qualitative results indicated learner’s stereotypic expectations as well as their unwillingness to draw conclusions based on visual appearance.

It’s standard practice by now that each one of my publications gets its own blog post, not least to alert anyone interested of the availability of the paper and of the fact that they can access a pre-publication copy of it from my publications page.

Our latest paper, which was really fun to write, is:

Veletsianos, G., Heller, R., Overmyer, S., & Procter, M. (2010). Conversational Agents in Virtual Worlds: Bridging Disciplines. British Journal of Educational Technology, 41(1), 123-140. [pdf]

This paper is part of a a BJET special issue focusing on Virtual Worlds that I edited with Prof. Sara de Freitas who’s heading the Serious Games Institute at the University of Conventry. In our introduction to the special issue we note that, “…over the last 30 years, academic disciplines have been encouraged to engage in, and have re-arranged methods that better facilitate, cross-engagement and cross-collaboration.”

Lots can be said about the value of multidisciplinary practice. Yet, due to various barriers that exists across the disciplines, such practice is often limited.  Partly to highlight the benefits of multidisciplinary practice and partly to further understanding of issues related to pedagogical agent/avatar design, three colleagues and I engaged in a simple thought experiment: Suppose that you are designing a geriatric avatar with which medical students can hold conversations such that students engage in the diagnosis of certain conditions based on the avatar’s input. How would you design this avatar?

The paper therefore presents the perspective of researchers/practitioners from four disciplines: cognitive
psychology, computing science, learning technologies and engineering. Major challenges are identified, discussed and contrasted across all disciplines. Taken together, the four perspectives draw attention to the quality of agent–user interaction, how theory, practice and research are closely intertwined, and highlight opportunities for cross-fertilisation and collaboration.

Image licensed under a CC commons license by Jungle_Boy.

Another blog post from 35,000 feet, but for a shorter flight, this time to Cyprus. I am spending my time working on a proposal for a book chapter that is to be co-authored with my Swedish colleagues, Agneta, Magnus, Annika, and Bjorn. This chapter discusses how to best design conversational pedagogical agents, in the context of “teachable agents.” Specifically, we are using a design-based research (DBR) approach to discuss how we are addressing the pedagogical agent challenges identified in the literature. This is the first time I am working with teachable agents and I am quite excited about the possibilities. Teachable agents are those that are able to be taught by the learner, and are an example of what Jonassen called cognitive tools in work he has done in the 90’s. Instead of the agent being the domain expert and teaching the “novice learner,” the perspective taken here is one where the agent (or, the Artificial Intelligence engine) is treated as a novice and the learner is treated as someone who has valuable knowledge to contribute. This work occurs in the context of a web-based game, which gives us the ability to play with quite a few parameters relating to the relationship between agents-learners. More about this soon!

One thing that I don’t usually post on this blog is information related to my research on pedagogical agents and virtual characters, which is one of the research strands that I’ve followed for the past 4 years. I am breaking away from that mold by posting this note : )

Specifically, my colleagues (Aaron Doering and Charles Miller) and I developed a research and design framework to guide smooth, natural, and effective communication between learners and pedagogical agents. Our reasons for developing this framework were varied, but after four years of research and design in the field, I became convinced that to push the field forward, we needed guidance. I use the word “guidance” as opposed to the words “rules” or “laws” because we “anticipate that designers, researchers, and instructors will adapt and sculpt the guidelines of the EnALI framework into their unique instructional contexts, ultimately kindling future research and design that will expand the framework foundations.”

The framework (called Enhancing Agent Learner Interactions or EnALI) is grounded on three major theories: socio-cultural notions of learning, cooperative learning, and conflict theory. In this, we have tried to bring a humanist perspective and encourage designers and researchers to move beyond the use of pedagogical agents as dispassionate tools delivering pre-recorded lectures… but I’ll save that information for a different post. The paper is to appear in the Journal of Educational Computing Research as: Veletsianos, G., Miller, C., & Doering, A. (2009). EnALI: A Research and Design Framework for Virtual Characters and Pedagogical Agents. Journal of Educational Computing Research, 41(2), 171-194 [email me for a preprint].

The framework is posted below, but if you want a full explanation of the guidelines, please refer to the paper. As always questions, comments, and critique are appreciated:

1. Pedagogical Agents should be attentive and sensitive to the learner’s needs and wants by:

• Being responsive and reactive to requests for additional and/or expanded information.
• Being redundant.
• Asking for formative and summative feedback.
• Maintaining an appropriate balance between on- and off-task communications.

2. Pedagogical Agents should consider intricacies of the message they send to learners by:

• Making the message appropriate to the receiver’s abilities, experiences, and frame of reference.
• Using congruent verbal and nonverbal messages.
• Clearly owning the message.
• Making messages complete and specific.
• Using descriptive, non-evaluative comments.
• Describing feelings by name, action, or figure of speech.

3. Pedagogical Agents should display socially appropriate demeanor, posture, and representation by:

• Establishing credibility and trustworthiness
• Establishing role and relationship to user/task.
• Being polite and positive (e.g., encouraging, motivating)
• Being expressive (e.g. exhibiting verbal cues in speech).
• Using a visual representation appropriate to content.