Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs

2019 ◽  
pp. 195-200 ◽  
Author(s):  
Wookhee Min ◽  
Kyungjin Park ◽  
Joseph Wiggins ◽  
Bradford Mott ◽  
Eric Wiebe ◽  
...  
Keyword(s):  
Pedagogical Agents

Getting the point: Which kinds of gestures by pedagogical agents improve multimedia learning?

2019 ◽  
Vol 111 (8) ◽  
pp. 1382-1395 ◽  
Author(s):  
Wenjing Li ◽  
Fuxing Wang ◽  
Richard E. Mayer ◽  
Huashan Liu
Keyword(s):  
Multimedia Learning ◽  
Pedagogical Agents

scholarly journals Pedagogical Agents for Fostering Question-Asking Skills in Children

2020 ◽  
Author(s):  
Mehdi Alaimi ◽  
Edith Law ◽  
Kevin Daniel Pantasdo ◽  
Pierre-Yves Oudeyer ◽  
Hélène Sauzeon
Keyword(s):  
Pedagogical Agents ◽  
Question Asking

The Questionable Benefits of Pedagogical Agents: Response to Veletsianos

2007 ◽  
Vol 36 (4) ◽  
pp. 379-381 ◽  
Author(s):  
Richard E. Clark ◽  
Sunhee Choi
Keyword(s):  
Pedagogical Agents

Effects of Pedagogical Agents on Students’ Mathematics Performance: A Comparison Between Two Versions

2017 ◽  
Vol 56 (5) ◽  
pp. 701-722 ◽  
Author(s):  
Rex P. Bringula ◽  
Ian Clement O. Fosgate ◽  
Neil Peter R. Garcia ◽  
Josf Luinico M. Yorobe
Keyword(s):  
Experimental Study ◽  
Facial Expression ◽  
Prior Knowledge ◽  
Facial Expressions ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Mathematics Scores ◽  
Mathematics Problems

This experimental study investigated the effects of the use of two versions of a pedagogical agent named personal instructing agent (PIA) on the mathematics performance of students. The first version exhibits synthetic facial expressions while the second version does not exhibit facial expression (i.e., neutral facial expression). Two groups of students with the same levels of prior knowledge in mathematics utilized two different versions of PIA. The first group—the facial group—utilized a PIA that provides textual and facial expressions feedback (happy, sad, surprise, and neutral facial expressions). The second group—the nonfacial group—used the same software except that PIA only exhibited neutral facial expression. The study showed that the mathematics scores of the students in the facial group significantly improved as compared with those who are in the nonfacial group. The posttest scores of the facial group were found significantly higher than those of the nonfacial group. The study showed that PIA that exhibited synthetic facial expressions improved students’ mathematics learning. It is concluded that synthetic facial expressions and textual feedback of pedagogical agent can be utilized to help students learn to solve mathematics problems. Limitations and recommendations are also presented.

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