Interactive Animated Pedagogical Agents

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Interactive Animated Pedagogical Agents

• David Slater
• Stanford University
• May 12, 2000

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What is an IAPA?

• Interactive- conversational.
• Animated theyre embodied.
• Pedagogical educational focus.
• Agent theyre semi-autonomous.

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Presentation Overview

• Learning Problem
• Insights from Research
• Project Demonstration
• Design Principles
• User Testing
• Future Work

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The Learning Problem

• Little/no prior knowledge of pedagogical agents.
• No efforts to tie in learning theory.
• No design principles for web implementation.

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Conceptualizing theLearning Problem.

• Aim for the best qualities of human and
  computer-based one-to-one tutoring.
• Use a "contingent tutoring" style.
• Web embodied agent ITS new variant of
  adaptive learning systems.

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Insights From Research

• Individualized Instruction - ideas on adapting
  curriculum to diverse learners.
• Tutoring Insights from the Vygotskian tradition
  as a conceptual framework.
• Tutoring contingent tutoring rather than lecture
  or discovery strategies.

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Insights From Research.

• Educational AI research AI is problematic in
  discovery environments.
• ITS research need for empathic computer-based
  tutors.
• Pedagogical agent research - need for a realistic
  persona (The Persona Effect).

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Project Demonstration

• Screen shot and overview of screen.
• Opening
• What
• Purpose of screen.
• Theory involved.

• Why
• How
• Persona

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Project Demonstration

• Opening of the Site
• Purpose
• Linda establishes her personality.
• Linda assesses the needs of the visitor.
• Theory
• The Persona Effect.

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Project Demonstration

• What is a Learning Guide?
• Purpose
• Demonstrates adaptability to user needs.
• Shows a simple form of individualized
  instruction.
• Shows how static content can have multiple
  meanings.
• Provides basic knowledge about a Learning Guide.

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Project Demonstration

• What is a Learning Guide?
• Learning Theory
• Vygotskian tradition as a framework for
  tutoring.
• The Persona Effect.

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Project Demonstration

• Why use a Learning Guide?
• Purpose
• Adaptability and individualized instruction.
• Exhibits Lindas ability to facilitate
  co-directed learning.
• Exhibit Lindas ability to sense user activity.

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Project Demonstration

• Why use a Learning Guide?
• Learning Theory
• Tutoring framework and the Persona Effect.
• Contingent Tutoring.

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Project Demonstration

• How do I make a Learning Guide?
• Purpose
• Adaptability and individualized instruction.
• Assess and boost learner self-efficacy
  motivation.
• Scaffold learners.

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Project Demonstration

• How do I make a Learning Guide?
• Learning Theory
• Tutoring framework, the Persona Effect, and
  Contingent Tutoring.
• Self-efficacy/intrinsic motivation.

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Project Demonstration

• Lindas Chat Page
• Purpose
• Supports Lindas persona.
• Learning Theory
• Intrinsic Extrinsic motivation.
• The Persona Effect.

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Site Design Principles.

• Strive for an interaction loop.
• Site content can be sparse.
• Site should give clues as to what the agent knows
  doesnt know.
• Minimize the amount of scrolling
• Navigation needs to be carefully considered (not
  self-service anymore).
• Natural assessments are vital.

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User Testing Goal

• Users conception of agents.
• Applicability of design principles.
• Evaluate the learner experience in regards to
  affective dimensions.

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User Testing Results.

• Site design got high marks for usability.
• Liked Lindas persona felt it was strong,
  compelling, and lifelike.
• Most remarked it did not feel like learning. It
  was more like a conversation or activity.
• The Microsoft Paper Clip is dumb Linda is
  cool she shops at Dusty and Chloes vintage
  shop!

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Future Work

• Putting Daves Jewish mother on every desktop.
• Shift from "tutors" to learning guides.
• The aim is to build a system that facilitates the
  learner's own efforts at learning.

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Future Work

• The goal of the Guide is to help keep the
  learners exploration going and going well.
• Watching especially for signs of
• frustration
• boredom
• curiosity
• enjoyment
• mastery

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Future Work.

• The key focus is to
• Help the system recognize aspects of the user's
  emotion.
• Communicate this to the user.
• Ultimately enable the learner to better take
  charge of the learning process.