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Conversational Agents as Historical Figures: Individual Differences and Perceptions of Agent and Social Presence
Proceeding

, Athabasca University, Canada

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Eight-six students chatted online for 10 minutes with a historical figure application of a conversational agent under 3 interface conditions; No Image, Static Image, or Animated Image with Voice. Students rated their perception of the agent and social presence and provided their VARK learning preferences, attitude toward online learning activities, attitude toward the historical figure, and academic background. The No Image condition was associated with the highest ratings of Agent Evaluation (AE) and Social Presence (SP). For both AE and SP, there were both positive and negative correlations with VARK learning preferences. The attitude measures and academic background were also related to AE and SP. A simple regression analysis indicated approximately 15% of the variance in Agent Evaluation and Social Presence was significantly predicted from individual differences. These findings add to the sparse literature on individual differences and effective agent design.

Citation

Heller, B. (2016). Conversational Agents as Historical Figures: Individual Differences and Perceptions of Agent and Social Presence. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1374-1380). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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