2003
DOI: 10.1007/978-3-540-39396-2_50
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Embodiment and Interaction Guidelines for Designing Credible, Trustworthy Embodied Conversational Agents

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Cited by 33 publications
(26 citation statements)
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“…However, this absence of influence of users' gender (like all our results in general) has to be validated in other age groups, in particular with educational applications intended for children. Cultural influences should also be addressed, since they are likely to modify users' preferences for agents' appearance (Cowell and Stanney, 2003) and more generally their perception of speech and gestures (Johnson et al, 2005;Knapp, 2002). The present study, mainly conducted with Europeans, would have to be replicated with people from other ethnic origins to strengthen or complement the results.…”
Section: Discussionmentioning
confidence: 99%
“…However, this absence of influence of users' gender (like all our results in general) has to be validated in other age groups, in particular with educational applications intended for children. Cultural influences should also be addressed, since they are likely to modify users' preferences for agents' appearance (Cowell and Stanney, 2003) and more generally their perception of speech and gestures (Johnson et al, 2005;Knapp, 2002). The present study, mainly conducted with Europeans, would have to be replicated with people from other ethnic origins to strengthen or complement the results.…”
Section: Discussionmentioning
confidence: 99%
“…Additionally, Cowell and Stanney found that people prefer young looking agents that appear to have their same or a similar ethnicity [5], upholding the likeness effect that is commonly reported in human-human interaction literature.…”
Section: Related Workmentioning
confidence: 90%
“…One study found that men and women did not have a gender preference in the selection of an embodied agent with a human form [5]. Another found that people did not perceive a difference in the intelligence in male and female looking human agents [13].…”
Section: Related Workmentioning
confidence: 96%
“…Klesen models the communicative function of emotion, using stylized animations of body language and facial expression to convey a character's emotions and intentions with the goal of helping students understand and reflect on the role these constructs play in improvisational theater [43]. Shimuzu and Isbister [44] and Cowell and Stanney [45] each evaluated how certain non-verbal behaviors could communicate a character's trustworthiness for training and marketing applications, respectively. Several applications have also tried to manipulate a student's motivations through emotional behaviors: Lester utilized praising and sympathetic emotional displays to provide feedback and increase student motivation in a tutoring application [46]; The VICTEC system (www.vitec.org) exploits general framing effects to promote student empathy with animated characters with the goal of bullying prevention in schools; Biswas et al [47] also use human-like traits to promote empathy and intrinsic motivation in a learning-by-teaching system.…”
Section: Related Workmentioning
confidence: 99%