Abstract
In the context of an educational virtual world to assist students to gain research inquiry skills, we are seeking to use Animated Pedagogical Agents (APAs) to capture students’ emotional states and provide motivational support. We have conducted a classroom study involving an Educational Virtual World for acquiring and testing knowledge of biological concepts and science inquiry skills with a total of 30 students in Years 8–9 at a co-educational selective school. To ascertain their emotional feelings while using the VW, students encountered five APAs who greeted them by inquiring “How are you?” We found students were generally willing to disclose their emotional feeling and there were differences in emotions reported based on gender. The approach captures emotions during learning but is minimally disruptive and could aid relationship development with the APA while providing a means to validate other emotion elicitation methods.
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Acknowledgement
We would like to thank the participants in our study. Also, we thank Meredith Taylor for her assistance with Omosa. This work has in part been supported by Australian Research Council Discovery Project DP150102144.
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Ranjbartabar, H., Richards, D., Makhija, A., Jacobson, M.J. (2018). Students’ Responses to a Humanlike Approach to Elicit Emotion in an Educational Virtual World. In: Penstein Rosé, C., et al. Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science(), vol 10948. Springer, Cham. https://doi.org/10.1007/978-3-319-93846-2_54
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DOI: https://doi.org/10.1007/978-3-319-93846-2_54
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