Skip to main content
Springer Nature Link
Log in

Design and User Preferences of Pedagogical Agents for an Intelligent Tutoring System for EFL

  • Conference paper
  • First Online:
Learning and Collaboration Technologies (HCII 2025)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 15807))

Included in the following conference series:

  • 365 Accesses

Abstract

Intelligent language tutoring systems (ILTS) are powerful tools in improving learning performances by supporting adaptive and individualized feedback. In addition, gamification elements embedded in ILTS, such as pedagogical agents providing affective feedback, can foster learners’ motivation, a driving factor for the learning progress. In this article, we describe the design and user preferences of 17 different animal- and UK-themed pedagogical agents designed for implementation in an ILTS for seventh-grade English as a foreign language (EFL) learners. In two user studies, we investigated 91 sixth- to eighth-graders’ ratings and rankings of the agents, and their reasoning for choosing their personal favorite. Results revealed that most of our designed agents received positive ratings above the middle value of a 5-point Likert scale, and we finally selected three agents for implementation, i.e., Big Ben as the overall favorite, Mouse as the females’ favorite, and Yeti as the males’ favorite. Students argued most often for their favorite that it looks likable, cute, best drawn, funny, least childlike, and that they liked the character. In line with the expert hypothesis, UK-themed characters were most often attributed to speak English well and know a lot.

He. Holz and K. Wendebourg—These authors contributed equally to this work.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+
from $39.99 /Month
  • Starting from 10 chapters or articles per month
  • Access and download chapters and articles from more than 300k books and 2,500 journals
  • Cancel anytime
View plans

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Atorf, D., Kannegieser, E., Roller, W.: Study on enhancing learnability of a serious game by implementing a pedagogical agent. In: Liapis, A., Yannakakis, G.N., Gentile, M., Ninaus, M. (eds.) GALA 2019. LNCS, vol. 11899, pp. 158–168. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-34350-7_16

    Chapter  Google Scholar 

  2. Bates, D., Mächler, M., Bolker, B., Walker, S.: Fitting linear mixed-effects models using LME4. J. Stat. Softw. 67(1), 1–48 (2015). https://doi.org/10.18637/jss.v067.i01. http://www.jstatsoft.org/v67/i01/

  3. Colling, L., et al.: Towards task-oriented ICALL: a criterion-referenced learner dashboard organising digital practice. In: Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1: EKM, pp. 668–679. SciTePress (2024). https://doi.org/10.5220/0012753000003693

  4. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., Noroozi, O.: Using gamification to support learning English as a second language: a systematic review. Comput. Assist. Lang. Learn. 34(7), 934–957 (2021). https://doi.org/10.1080/09588221.2019.1648298

    Article  Google Scholar 

  5. Dever, D.A., Sonnenfeld, N.A., Wiedbusch, M.D., Schmorrow, S.G., Amon, M.J., Azevedo, R.: A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system. Metacogn. Learn. 18(3), 659–691 (2023). https://doi.org/10.1007/s11409-023-09346-x

    Article  Google Scholar 

  6. Dicheva, D., Dichev, C., Agre, G., Angelova, G.: Gamification in education: a systematic mapping study. J. Educ. Technol. Soc. 18(3), 75–88 (2015)

    Google Scholar 

  7. Holz, H., Beuttler, B., Ninaus, M.: Design rationales of a mobile game-based intervention for german dyslexic children. In: Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts, pp. 205–219. ACM, New York (2018). https://doi.org/10.1145/3270316.3272053

  8. Holz, H., et al.: A digital game-based training improves spelling in German primary school children - a randomized controlled field trial. Learn. Instr. 87, 101771 (2023). https://doi.org/10.1016/j.learninstruc.2023.101771

  9. Holz, H., Wendebourg, K., Parrisius, C.: The Design of Pedagogical Agents for an Intelligent Tutoring System for EFL (2024). https://osf.io/mqx8e

  10. Huang, H., Chen, Y., Rau, P.L.P.: Exploring acceptance of intelligent tutoring system with pedagogical agent among high school students. Univ. Access Inf. Soc. 21(2), 381–392 (2022). https://doi.org/10.1007/s10209-021-00835-x

  11. Huang, R., et al.: The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educ. Tech. Res. Dev. 68(4), 1875–1901 (2020). https://doi.org/10.1007/s11423-020-09807-z

    Article  Google Scholar 

  12. Johnson, W.L., Lester, J.C.: Face-to-face interaction with pedagogical agents, twenty years later. Int. J. Artif. Intell. Educ. 26(1), 25–36 (2015). https://doi.org/10.1007/s40593-015-0065-9

    Article  Google Scholar 

  13. Kahyaoğlu Erdoğmuş, Y., Kurt, A.A.: Digital game-based learning: pedagogical agent and feedback types on achievement, flow experience, and cognitive load. Educ. Inf. Technol. (2023). https://doi.org/10.1007/s10639-023-12368-2

  14. Kim, Y., Baylor, A.L., Croup, P.: Pedagogical agents as learning companions: the role of agent competency and type of interaction. Education Tech. Research Dev. 54(3), 223–243 (2006). https://doi.org/10.1007/s11423-006-8805-z

    Article  Google Scholar 

  15. Kim, Y., Wei, Q.: The impact of learner attributes and learner choice in an agent-based environment. Comput. Educ. 56(2), 505–514 (2011). https://doi.org/10.1016/j.compedu.2010.09.016

    Article  Google Scholar 

  16. Koivisto, J., Hamari, J.: Demographic differences in perceived benefits from gamification. Comput. Hum. Behav. 35, 179–188 (2014). https://doi.org/10.1016/j.chb.2014.03.007

    Article  Google Scholar 

  17. Kuznetsova, A., Brockhoff, P.B., Christensen, R.H.B.: lmerTest package: tests in linear mixed effects models. J. Stat. Softw. 82(13) (2017). https://doi.org/10.18637/jss.v082.i13. http://www.jstatsoft.org/v82/i13/

  18. Liew, T.W., Mat Zin, N.A., Sahari, N.: Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. HCIS 7(1), 1–21 (2017). https://doi.org/10.1186/s13673-017-0089-2

    Article  Google Scholar 

  19. Liew, T.W., Tan, S.M., Jayothisa, C.: The effects of peer-like and expert-like pedagogical agents on learners’ agent perceptions, task-related attitudes, and learning achievement. J. Educ. Technol. Soc. 16(4), 275–286 (2013). http://www.jstor.org/stable/jeductechsoci.16.4.275

  20. Liu, J., Tomasi, S.D.: The effect of professor’s attractiveness on distance learning students. J. Educ. Online 12(2), 142–165 (2015)

    Google Scholar 

  21. Meurers, D., De Kuthy, K., Nuxoll, F., Rudzewitz, B., Ziai, R.: Scaling up intervention studies to investigate real-life foreign language learning in school. Annu. Rev. Appl. Linguist. 39, 161–188 (2019). https://doi.org/10.1017/S0267190519000126

    Article  Google Scholar 

  22. Mohanty, A.: Affective pedagogical agent in e-learning environment: a reflective analysis. Creat. Educ. 7(4), 586–595 (2016). https://doi.org/10.4236/ce.2016.74061

    Article  Google Scholar 

  23. Parrisius, C., et al.: Examining Effects of Gamification Elements in an Intelligent Tutoring System for 7th Grade English Learners on Their Motivation - A Randomized Controlled Field Trial (Pre-registration) (2023). https://doi.org/10.23668/psycharchives.12847

  24. Parrisius, C., et al.: Examining effects of gamification elements in an intelligent tutoring system on 7th grade english learners’ motivation. a randomized controlled field trial (Manuscript in preparation)

    Google Scholar 

  25. Parrisius, C., et al.: Effective features of feedback in an intelligent language tutoring system. Language Learning & Technology (Manuscript in preparation)

    Google Scholar 

  26. van de Pol, J., Volman, M., Beishuizen, J.: Scaffolding in teacher-student interaction: a decade of research. Educ. Psychol. Rev. 22(3), 271–296 (2010). https://doi.org/10.1007/s10648-010-9127-6

    Article  Google Scholar 

  27. Przybylski, A.K., Rigby, C.S., Ryan, R.M.: A motivational model of video game engagement. Rev. Gen. Psychol. 14(2), 154–166 (2010). https://doi.org/10.1037/a0019440

    Article  Google Scholar 

  28. R Core Team: R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, Vienna, Austria (2024). https://www.R-project.org/

  29. Rosenberg-Kima, R.B., Baylor, A.L., Plant, E.A., Doerr, C.E.: Interface agents as social models for female students: the effects of agent visual presence and appearance on female students’ attitudes and beliefs. Comput. Hum. Behav. 24(6), 2741–2756 (2008). https://doi.org/10.1016/j.chb.2008.03.017

    Article  Google Scholar 

  30. Rudzewitz, B., Ziai, R., De Kuthy, K., Meurers, D.: Developing a web-based workbook for english supporting the interaction of students and teachers. In: Volodina, E., Grigonytė, G., Pilán, I., Björkenstam, K.N., Borin, L. (eds.) Proceedings of the joint workshop on NLP for Computer Assisted Language Learning and NLP for Language Acquisition, pp. 36–46 (2017). https://aclanthology.org/W17-0305/

  31. Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55(1), 68–78 (2000). https://doi.org/10.1037/0003-066X.55.1.68

    Article  Google Scholar 

  32. Sailer, M., Homner, L.: The gamification of learning: a meta-analysis. Educ. Psychol. Rev. 32(1), 77–112 (2019). https://doi.org/10.1007/s10648-019-09498-w

    Article  Google Scholar 

  33. Sailer, M., Sailer, M.: Gamification of in-class activities in flipped classroom lectures. Br. J. Edu. Technol. 52(1), 75–90 (2021). https://doi.org/10.1111/bjet.12948

    Article  Google Scholar 

  34. Schroeder, N.L., Adesope, O.O., Gilbert, R.B.: How effective are pedagogical agents for learning? A meta-analytic review. J. Educ. Comput. Res. 49(1), 1–39 (2013). https://doi.org/10.2190/EC.49.1.a

  35. Shute, V.J.: Focus on formative feedback. Rev. Educ. Res. 78(1), 153–189 (2008). https://doi.org/10.3102/0034654307313795

    Article  Google Scholar 

  36. Sikström, P., Valentini, C., Sivunen, A., Kärkkäinen, T.: Pedagogical agents communicating and scaffolding students’ learning: high school teachers’ and students’ perspectives. Comput. Educ. 222, 105140 (2024). https://doi.org/10.1016/j.compedu.2024.105140

    Article  Google Scholar 

  37. Terzidou, T., Tsiatsos, T.: The impact of pedagogical agents in 3D collaborative serious games. In: 2014 IEEE Global Engineering Education Conference (EDUCON), pp. 1175–1182 (2014). https://doi.org/10.1109/EDUCON.2014.7096838

  38. Zhang, Q., Yu, Z.: Meta-analysis on investigating and comparing the effects on learning achievement and motivation for gamification and game-based learning. Educ. Res. Int. 2022(1), 1519880 (2022). https://doi.org/10.1155/2022/1519880

    Article  Google Scholar 

  39. Zhang, S., Hasim, Z.: Gamification in EFL/ESL instruction: a systematic review of empirical research. Front. Psychol. 13, 1030790 (2023). https://doi.org/10.3389/fpsyg.2022.1030790

    Article  Google Scholar 

Download references

Acknowledgments

This research is based on work carried out in the Interact4School project, which is funded by the German Federal Ministry of Education and Research (BMBF 01JD1905A & 01JD1905B). The work by Katharina Wendebourg was additionally supported by PACE, the Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, Tübingen, funded by the Baden-Württemberg Ministry of Science, Research, and the Arts.

Author information

Authors and Affiliations

  1. Ludwigsburg University of Education, Ludwigsburg, Germany

    Heiko Holz

  2. LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany

    Heiko Holz, Katharina Wendebourg, Ines Pieronczyk, Stephen Bodnar, Detmar Meurers & Cora Parrisius

  3. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany

    Katharina Wendebourg & Ines Pieronczyk

  4. Tübingen Center for Digital Education, University of Tübingen, Tübingen, Germany

    Stephen Bodnar

  5. Language and AI in Education Lab, Leibniz-Institut für Wissensmedien (IWM) Tübingen, Tübingen, Germany

    Heiko Holz & Detmar Meurers

  6. Karlsruhe University of Education, Karlsruhe, Germany

    Cora Parrisius

Authors
  1. Heiko Holz
    View author publications

    Search author on:PubMed Google Scholar

  2. Katharina Wendebourg
    View author publications

    Search author on:PubMed Google Scholar

  3. Ines Pieronczyk
    View author publications

    Search author on:PubMed Google Scholar

  4. Stephen Bodnar
    View author publications

    Search author on:PubMed Google Scholar

  5. Detmar Meurers
    View author publications

    Search author on:PubMed Google Scholar

  6. Cora Parrisius
    View author publications

    Search author on:PubMed Google Scholar

Corresponding author

Correspondence to Heiko Holz .

Editor information

Editors and Affiliations

  1. Boston College, Chestnut Hill, MA, USA

    Brian K. Smith

  2. The Pennsylvania State University, University Park, PA, USA

    Marcela Borge

Ethics declarations

Disclosure of Interests

The authors have no competing interests to declare that are relevant to the content of this article.

Rights and permissions

Reprints and permissions

Copyright information

© 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., Parrisius, C. (2025). Design and User Preferences of Pedagogical Agents for an Intelligent Tutoring System for EFL. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-93567-1_6

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-93566-4

  • Online ISBN: 978-3-031-93567-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics