The Role of Intelligent Agents on Learner Performance
George Veletsianos, Theano Yerasimou, Aaron Doering, University of Minnesota, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper explores the use of a male and a female intelligent agent in education. Qualitative analysis of learner performance, motivation, availability and support of the agents, agent gender, and human-like characteristics is presented. Our intelligent agents converse via speech and text with students on matters concerning the design and development of their electronic portfolio. Our contributions to the current literature are twofold. First, unlike current practices, we examine the use of intelligent agents over multiple sessions. Second, the dialogue between agents and learners is not predetermined. This allows the learners to be active participants in the learning process and interact with the agents as if they were interacting with an instructor, expert, or peer.
Veletsianos, G., Yerasimou, T. & Doering, A. (2005). The Role of Intelligent Agents on Learner Performance. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3638-3643). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)