Ye Zhao, Zhi Yuan and Fan Chen Kent State University, Ohio, USA.
Zhi-Hong Chen National Central University, Taiwan.
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Transcript of Zhi-Hong Chen National Central University, Taiwan.
![Page 1: Zhi-Hong Chen National Central University, Taiwan.](https://reader036.fdocuments.us/reader036/viewer/2022062320/56649d0c5503460f949e1299/html5/thumbnails/1.jpg)
Designing Educational Agents by Reciprocal Caring Approach
Zhi-Hong Chen National Central University, Taiwan
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Educational agentComputer-simulated virtual characters which
have human-like characteristics to enrich the individual learning context by virtual participants (Chou et al., 2002)
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Why educational agents attract research interests (1/2)Reason #1:
Advanced multimedia technology has enabled the development of educational agents with believable behaviors E.g, animated pedagogical agents with lifelike
behaviors, such as nodding, eye-gazing and gestures (Johnson, Rickel, & Lester, 2000)
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Why educational agents attract research interests (2/2)Reason #2:
Potential learning benefits that educational agents bring have been reported Exploration (Hook et al., 2000)
Communication (Lester et al., 1997; 1999; Johnson et al., 2000)
Negotiation (Bull & Pain, 1995; Bull, 2004)
Reflection & articulation (Goodman et al., 1998; Tholander et al., 1999)
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Designing educational agents…Students’ cognitive gains are NOT the only
considerable factor, affective perceptions of interacting with educational agents are also a significant factor
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This is because… (1/2)Some studies found that students have NO
enough interests to use educational systemsAlthough they know these systems are
available and good for them (Kay, 1995; Barnard & Sandberg, 1996; Bull, 2004)
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This is because… (2/2)Another opinion is based on the reflection of
TEL: “what is the main difference between educational agents and cognitive tools?”We also design many cognitive tools
Educational agents should NOT be merely powerful cognitive tools, but also affective agents that can elicit students’ interest to interact, even care them
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Animal companions (ACs)We design pet-style educational agents,
animal companions, by reciprocal caring approachStudents-care-agents: students nurture ACs to
deepen their relationship by game playingAgents-care-students: agents provide adaptive
hints/scaffoldings to help students learn
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Buying foods and goods
Competition with other ACs
Nurturing AC
Training AC to become stronger
Students-care-agents- $
- $
- $
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Deeping relationshipWhy computers should deepen relationship
Add a new dimension to the traditional interactivity (Trappl et al., 2001)
Develop the social aspect of digital learning environments (Gulz, 2005)
Be more adaptive to users’ feelings (Picard, 1997)
Befriend a computer (Stern, 2002)
Build a long-term social-emotional relationship (Bichmore, 2003; Bichmore & Picard, 2004)
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Keeper-to-pet relationship (Melson, 2001)
Children have natural attachments to pets, since they both are simple, cute, and straightThis kind of relationship is easily elicited (Beck &
Katcher, 1996)
Children learn about love, loss, loyalty, nurture, and responsibility from interacting with their pets
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About virtual pets…Subjective reality
A kind of psychological or emotional phenomenon towards non-perfect realistic artifacts
E.g. Tamagotchi
Therefore, we design animal companions as pet-style educational agents which need nurture and caring
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(Kusahara, 2000)
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Conceptual diagram
Students-care-agents Agents-care-students
LearningGame-playing
Virtual coins
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Agents-care-studentsEducational agents provide adaptive helps
according to individual differences ITS/AIED technologies can be applied
+ $
Chinese idiom learning
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Thanks for your attention!