Ethnicity has been defined primarily by the physical appearance of pedagogical agents. Research has shown that shared ethnicity between the agent and the user reflects in a positive perception of the agent's capabilities and provides motivation for learning tasks for students of color (Baylor, 2005; Nass et al., 2000). However, research has failed to examine what kinds of implementations of ped...

The aim of this study was to investigate the views 100 primary school teachers regarding proposal assigning two principals in Greek schools, one responsible for managerial duties and assume pedagogical responsibilities. Teachers from metropolitan area Athens completed an online self-report questionnaire between February March 2021. constructed by researchers needs present based on theory resear...

Computer Assisted Language Learning (CALL) systems aim to teach a language providing technology and motivation to the user. They allow us to implement pedagogical content, motivational techniques and corrective feedback. On this basis, we present Medieval Adventure, which is a CALL system that aims to teach Portuguese’s basic levels to adults. Medieval Adventure teaches a second language mainly...

A course generator automatically assembles learning objects retrieved from one or several repositories to a greater unit. Different frameworks for course generation exists, but only a few allow the representation of sophisticated pedagogical knowledge. In this paper, we describe course generation based on pedagogical tasks and methods, formalized in a hierarchical task network (HTN) planner. We...

It seems that on a digital campus, the teacher’s role is being diluted into various and separated tasks, which require growing expertise. These tasks (for example: creating on-line learning material, defining flexible curricula, on-line tutoring, etc.) are so specialised that one person is not able to do everything. This raises the question: even if each task is carried out by an expert or a te...

This paper contains two recently discovered pedagogical patterns. The first, Student Tasks First, is a candidate for inclusion in the Patterns for Active Learning and the second, Differential Grading, is a candidate for inclusion in Feedback Patterns. Both involve course design. Student Tasks First tells how to begin the course design process and Differential Grading gives advice about how to d...

In a virtual environment for the learning of cooperative tasks, learners have to coordinate with one or more autonomous agents in order to perform a task. This coordination requires that the human and agent team members reason and dialogue about their resources, action plans, and shared actions. This article proposes a new agent architecture called PCBDI designed to generate reactive, proactive...