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Educational games may be particularly suited to teaching social learning skills with virtual humans. We investigate the importance of social goals and engaging social interactions in learning from such games. In one experiment, students played a cultural negotiation game with an explicit social goal or only negotiation task goals. While the group without the explicit social goal learned significantly more, students who reported having social goals in a manipulation check learned the most. In future work, we will develop an intervention built into a virtual learning environment to implicitly scaffold social goals.
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