Lifelike Pedagogical Agents andA ective Computing : An Exploratory

Lifelike Pedagogical Agents and Affective Computing: An Exploratory Synthesis

Achieving Affective Impact: Visual Emotive Communication in Lifelike Pedagogical Agents

Lifelike animated agents for knowledge-based learning environments can provide timely, customized advice to support learners’ problem-solving activities. By drawing on a rich repertoire of emotive behaviors to exhibit contextually appropriate facial expressions and emotive gestures, these agents could exploit the visual channel to more effectively communicate with learners. To address these iss...

Visual Emotive Communication in Lifelike Pedagogical Agents

Lifelike animated agents for knowledge based learning en vironments can provide timely customized advice to support leaners problem solving activities By drawing on a rich repertoire of emotive behaviors to exhibit contextually appropriate facial expressions and emo tive gestures these agents could exploit the visual channel to more ef fectively communicate with learners To address these issues...

Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors

Animated pedagogical agents are lifelike virtual characters designed to augment learning. A review of developmental psychology literature led to the hypothesis that the temporal contingency of such agents would promote human learning. We developed a Pedagogical Agent with Gaze Interaction (PAGI), an experimental animated pedagogical agent that engages in gaze interaction with students. In this ...

An Animated Pedagogical Agent that Interacts Affectively with the Student

This paper aims at the conception of an affective and animated pedagogical agent responsible for the interface of the environment with the student and for considering the affective aspects of the interaction with the student in a learning environment. The agent catches the student's affective state by his observable behavior, and applies tactics according to the student's affective state. We be...