Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II
Scott Watson (University of Hertfordshire, UK), Kerstin Dautenhahn (University of Hertfordshire, UK), Wan Ching (Steve) Ho (University of Hertfordshire, UK) and Rafal Dawidowicz (University of Hertfordshire, UK)
Copyright: © 2009
This chapter is a continuation from Part I, which has described contemporary psychological descriptions of bullying in primary schools and two Virtual Learning Environments (VLEs) designed as anti-bullying interventions. The necessary requirements for believable, autonomous agents used in virtual learning environments are now outlined. In particular, we will describe the technical and engagement-oriented considerations that need to be made. The chapter concludes with recommendations of how to meet these needs and how to design a VLE by including potential users in the development process.
Lessons To Be Learned For The Development Of Vles
As part of the development team of FearNot! and C-SoNeS, the authors have learned a number of lessons which are hoped to be of use to future developers of VLEs for young people. Broadly speaking there are two main considerations to make: technical considerations and engagement-oriented considerations.