The effects of empathetic virtual characters on presence in narrative-centered learning environments

McQuiggan, Scott; Rowe, Jonathan P.; Lester, James C.

doi:10.1145/1357054.1357291

Cited by 45 publications

(17 citation statements)

References 33 publications

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“…For additional functionality, the agent could also respond and interact adaptively through cognitive, emotional and motivational models of the user (e.g. Swartout et al 2006;Gratch et al 2007;Arellano et al 2008;McQuiggan et al 2008), or interact with natural language, all of which can add to its believability. The advantages of accessibility in real time and customization are significant, but not if considerable time is required to construct these personalized agent social models.…”

Section: Anthropomorphic Virtual Agents Implemented As Social Modelsmentioning

confidence: 99%

Promoting motivation with virtual agents and avatars: role of visual presence and appearance

Baylor

2009

Phil. Trans. R. Soc. B

217

115

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Anthropomorphic virtual agents can serve as powerful technological mediators to impact motivational outcomes such as self-efficacy and attitude change. Such anthropomorphic agents can be designed as simulated social models in the Bandurian sense, providing social influence as virtual 'role models'. Of particular value is the capacity for designing such agents as optimized social models for a target audience and context. Importantly, the visual presence and appearance of such agents can have a major impact on motivation and affect regardless of the underlying technical sophistication. Empirical results of different instantiations of agent presence and appearance are reviewed for both autonomous virtual agents and avatars that represent a user.

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Section: Anthropomorphic Virtual Agents Implemented As Social Modelsmentioning

confidence: 99%

Promoting motivation with virtual agents and avatars: role of visual presence and appearance

Baylor

2009

Phil. Trans. R. Soc. B

217

115

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“…A compelling argument for presence being fundamentally tied to agency and environment control has been made [16]. Further, there is support that narrative based virtual environments have an impact on increased presence [24].…”

Section: Virtual Experience Testmentioning

confidence: 99%

Virtual Experience Test: A virtual environment evaluation questionnaire

Chertoff

Goldiez

LaViola

2010

2010 IEEE Virtual Reality Conference (VR)

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We present the development and evaluation of the Virtual Experience Test (VET). The VET is a survey instrument used to measure holistic virtual environment experiences based upon the five dimensions of experiential design: sensory, cognitive, affective, active, and relational. Experiential Design (ED) is a holistic approach to enhance presence in virtual environments that goes beyond existing presence theory (i.e. a focus on the sensory aspects of VE experiences) to include affective and cognitive factors.To evaluate the VET, 62 participants played the commercial video game Mirror's Edge. After gameplay both the VET and the ITC-Sense of Presence Inventory (ITC-SOPI) were administered. A principal component analysis was performed on the VET and it was determined that the actual question clustering coincided with the proposed dimensions of experiential design. Furthermore, scores from the VET were shown to have a significant relationship with presence scores on the ITC-SOPI. The results of this research produced a validated measure of holistic experience that could be used to evaluate virtual environments. Furthermore, our experiment indicates that virtual environments utilizing holistic designs can result in significantly higher presence.

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“…One area of research has focused on developing lifelike virtual characters or animated pedagogical agents (APA) for ITS, offering the possibility of engaging and motivating students within a learning task through verbal and nonverbal communication [1,2]. Previous research has demonstrated that a virtual agent's level of embodiment plays a significant role.…”

Section: Introductionmentioning

confidence: 99%

Teachers' views on the use of empathic robotic tutors in the classroom

Serholt

Barendregt

Leite

et al. 2014

The 23rd IEEE International Symposium on Robot and Human Interactive Communication

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In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.

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The effects of empathetic virtual characters on presence in narrative-centered learning environments

Cited by 45 publications

References 33 publications

Promoting motivation with virtual agents and avatars: role of visual presence and appearance

Promoting motivation with virtual agents and avatars: role of visual presence and appearance

Virtual Experience Test: A virtual environment evaluation questionnaire

Teachers' views on the use of empathic robotic tutors in the classroom

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