George Veletsianos, PhD

Search results: ""pedagogical agent"" Page 1 of 5

A synthesis of the pedagogical agent literature

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On September 4, 2013

In sharing

The 4th edition of the Handbook of Research on Educational Communications and Technology recently arrived at my office.

Handbook or research on educational communications and technology

My graduate student and I have a chapter in this 1000-page volume (!) that attempts to summarize the 2005-2011 literature focusing on pedagogical agents and virtual characters. We believe that this chapter can help orient individuals to the field and its research literature. The approach that we followed was simple: We first analyzed the claims made about pedagogical agents in the literature. Then, we presented the empirical evidence surrounding those claims.

The abstract summarizes our findings:

In this chapter we synthesize the pedagogical agent literature published during 2005–2011. During these years, researchers have claimed that pedagogical agents serve a variety of educational purposes such as being adaptable and versatile; engendering realistic simulations; addressing learners’ sociocultural needs; fostering engagement, motivation, and responsibility; and improving learning and performance. Empirical results supporting these claims are mixed, and results are often contradictory. Our investigation of prior literature also reveals that current research focuses on the examination of cognitive issues through the use of experimental and quasi-experimental methods. Nevertheless, sociocultural investigations are becoming increasingly popular, while mixed methods approaches, and to a lesser extent interpretive research, are garnering some attention in the literature. Suggestions for future research include the deployment of agents in naturalistic contexts and open-ended environments, and investigation of agent outcomes and implications in long-term interventions.

As always, a pdf of the paper is available below.

Veletsianos, G. & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ  (Eds.), Handbook of Research on Educational Communications and Technology, 4th Edition (pp. 759-769). Springer Academic.… Read the rest

What happens when pedagogical agents are off-task?

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On January 3, 2012

In my research, pedagogical agents, scholarship

Social and non-task interactions are often recognized as a valuable part of the learning experience. Talk over football, community events, or local news for example, may enable the development of positive instructor-learner relationships and a relaxed learning atmosphere. Non-task aspects of learning however have received limited attention in the education literature. Morgan-Fleming, Burley, and Price (2003) argue that this is the result of an implicit assumption that no pedagogical benefits are derived from non-task behavior, hence the reduction of off-task activities in schools such as recess time. This issue has received limited attention in the pedagogical agent literature as well. What happens when a virtual character designed to help a student learn about a topic, introduces off-task comments to a lesson? What happens when a virtual instructor mentions current events? How do learners respond?

These are the issues that I am investigating in a paper published in the current issue of the journal Computers in Human Behavior, as part of my research on the experiences of students who interact with virtual instructors and pedagogical agents. The abstract, citation, and link to the full paper appear below:

Abstract
In this paper, I investigate the impact of non-task pedagogical agent behavior on learning outcomes, perceptions of agents’ interaction ability, and learner experiences. While quasi-experimental results indicate that while the addition of non-task comments to an on-task tutorial may increase learning and perceptions of the agent’s ability to interact with learners, this increase is not statistically significant. Further addition of non-task comments however, harms learning and perceptions of the agent’s ability to interact with learners in statistically significant ways. Qualitative results reveal that on-task interactions are efficient but impersonal, while non-task interactions were memorable, but distracting. Implications include the potential for non-task interactions to create an uncanny valley effect for agent behavior.

Veletsianos, G. (2012). How do Learners Respond to Pedagogical Agents that Deliver Social-oriented Non-task Messages? Impact on Student Learning, Perceptions, and Experiences. Computers in Human Behavior, 28(1), 275-283.… Read the rest

Design Challenges in Pedagogical Agent Implementations

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On June 20, 2011

In my research, pedagogical agents, sharing

When creating pedagogical agents for use in online learning environments, designers face numerous challenges. These range from technological (e.g., How do I ensure proper lip-synching when speech is generated in real-time?) to pedagogical (e.g., How do I ensure that the agent provides scaffolding that is appropriate to the students’ needs at a given point in time?) to social (e.g., How can I develop an agent that is sensitive to students’ varying social needs?). While designers deal with these questions frequently and decide on what we deem to be the best approaches to tackle them, we don’t often share the our design thinking with others.

My colleagues and I (Gulz, Haake, Silvervarg, Sjoden, Veletsianos), have just published a book chapter that deals with this issue. In this chapter we discuss design challenges we faced when developing a pedagogical agent, and the steps we took, and decisions we made to tackle those challenges. The challenges we discuss are the following:

  1. how do we manage learners’ expectations of the agent’s knowledge and social profile,
  2. how do we deal with learners’ who engage in off-task conversations with an agent, and
  3. how do we manage abusive comments directed to the agent?

These issues were observed in studies that both Agneta Gulz and myself have independently conducted in the past, and sharing our design thinking with the community sounded like a great idea – hence the publication. A copy of this publication (1.7MB pdf) is provided below:

Gulz, A., Haake, M., Silvervarg, A., Sjoden, B., & Veletsianos, G. (2011). Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological approaches. In Perez-Marin, D., & I. Pascual-Nieto (Eds.), Conversational Agents and Natural Language Interaction: Techniques and Effective Practices (pp. 128-155). IGI Global.

As always, I’d love to hear your input!… Read the rest

Pedagogical Agent Appearance & Stereotypes

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On May 22, 2010

In papers, pedagogical agents

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.… Read the rest

Pedagogical Agents in Virtual Worlds

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On December 23, 2009

In pedagogical agents

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.
… Read the rest

Pedagogical Agent Talk at Linköping

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On October 6, 2009

In sharing

On the 7th of October, I am giving an invited talk at Linköping University in Sweden on my work and research with pedagogical agents. I will also be meeting with Agneta Gulz, Magnus Haake, and their colleagues whom I haven’t yet met (but really looking forward to meeting) to discuss various projects and future directions. Below is my presentation for attendees and for those who may be interested.

If you could design a teacher, what choices would you make? Answers from the Pedagogical Agents literature
… Read the rest

Enhancing the interactions between pedagogical agents and learners

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On September 21, 2009

In E-learning, emerging technologies, pedagogical agents

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 : )

virtual character, pedagogical agent

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.

… Read the rest

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